Achievement Motivation in Adolescents: The Role of Peer Climate and Best Friends

By R. Nelson, T. Debacker. 2008

358 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/e8d45dad9e52a1259401a8f198b99667f83712d9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Thomas Kindermann
2. Ellen A. Skinner
3. Erik A. Ruzek
4. Justin William Vollet
5. Tisome T. Nugent
6. Brandi N. Frisby
7. Matthew M. Martin
8. Ben Kelcey

In Experimental and Cognitive Psychology

1. Tisome T. Nugent
2. Thomas Kindermann
3. Matthew M. Martin
4. Ellen A. Skinner
5. Erik A. Ruzek
6. Justin William Vollet

In Social Psychology

1. Brandi N. Frisby
2. Ellen A. Skinner
3. Tisome T. Nugent
4. Thomas Kindermann
5. Matthew M. Martin
6. Erik A. Ruzek
7. Justin William Vollet
8. Ronnel B. King

Citations in the corpus

• The impact of teacher -student interaction on student motivation and achievement (2009, background): “Maladaptive achievement was reported among students who had poor quality friendships and classmates (friends) who did not value academics (Nelson & DeBacker, 2008).”
• Achievement Goal Theory at the Crossroads: Old Controversies, Current Challenges, and New Directions (2011, neutral): “…goals with peer relationship satisfaction, positive bonds with teachers, and a sense of classroom belonging (e.g., Anderman & Anderman, 1999; Kaplan & Maehr, 1999; Levy-Tossman, Kaplan, & Assor, 2007; Liem, Lau, & Nie, 2008; Nelson & DeBacker, 2008; Patrick, Ryan, & Kaplan, 2007; Urdan, 1997b).”
• Factors Affecting Higher Order Thinking Skills of Students: A Meta-Analytic Structural Equation Modeling Study. (2015, background): “The results may be caused by the effective instructional management, which benefits in organizing classroom environment to support the feelings, attitudes, knowledge, and thinking skills of students (Nelson and Debacker, 2008; Chini et al., 2009; Pascarella et al., 2013).”
• What Can Student Perception Surveys Tell Us About Teaching? Empirically Testing the Underlying Structure of the Tripod Student Perception Survey (2016, background): “…are associated with positive behavioral and motivational outcomes, including their self-efficacy (Ryan & Patrick, 2001), achievement motivation (Nelson & DeBacker, 2008; Ruzek, Hafen, Allen, Gregory, Mikami & Pianta, 2016), expectancies for success (Goodenow, 1993), engagement (Furrer &…”
• Instructor–Student and Student–Student Rapport in the Classroom (2010, background): “Specifically, Nelson and DeBacker (2008) reported that peer climate predicted achievement, belongingness, and academic efficacy.”
• Parenting and children's motivation at school. (2009, neutral): “' Nelson & DeBacker, 2008), and parental influences (e.g., Boon, 2007; deBruyn, Dekovic, & MetJnen,2003; Gonzalez & Wolters, 2006; Gonzalez-DeHass, Willems, & Holbein, 2005; Gurland & Grolnick, 2005) have all been addressed.”