The development of competence-related and motivational beliefs: An investigation of similarity and influence among friends.

• Ellen Rydell Altermatt ^[1] ; Eva M. Pomerantz ^[2]
  1. [1] Michigan State University

     Michigan State University

     City of East Lansing, Estados Unidos

     
  2. [2] University of Illinois
• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 95, Nº. 1, 2003, págs. 111-123
• Idioma: inglés
• DOI: 10.1037/0022-0663.95.1.111
• Enlaces
  • Texto Completo Ejemplar
• Dialnet Métricas: 2 Citas
• Resumen

  • This research examined the degree to which children's achievement-related beliefs could be predicted from their friends' beliefs, both concurrently and over time. For 3 semesters, 4th-, 5th-, and 6th-grade students (N = 929) completed measures of their competence-related beliefs, motivational beliefs, and friendship choices. Concurrent analyses indicated that friends showed consistent, albeit modest, similarities with regard to their self-perceptions of competence, academic standards, importance of meeting standards, and preference for challenge. During the academic year, friends appeared influential with regard to children's ability attributions for success and the importance they placed on meeting academic standards. Over a grade-level transition, friends appeared influential with regard to children's ability attributions for failure. Overall, associations were stronger among reciprocated than among unilateral friends. (PsycINFO Database Record (c) 2016 APA, all rights reserved)