Students' Peer Relationships, Social and Academic Goals, and Academic Achievement: A Social Network Analysis Approach.

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dc.contributor.author Makara, Kara A. en_US
dc.date.accessioned 2013-06-12T14:16:41Z
dc.date.available NO_RESTRICTION en_US
dc.date.available 2013-06-12T14:16:41Z
dc.date.issued 2013 en_US
dc.date.submitted 2013 en_US
dc.identifier.uri http://hdl.handle.net/2027.42/97959
dc.description.abstract A multiwave study examined how high school students’ peer relationships impact with their academic motivation, social motivation, and academic achievement. Students’ motivation was framed in terms of Achievement Goal Theory and their peer relationships were measured using social network analysis. The three overarching research objectives were: 1) to describe the dynamic nature of the high school peer social networks and students’ academic and social motivation, 2) to understand the relationships and predictive influence among students’ academic goals, social goals, peer network position, and academic achievement across the school year, and 3) to examine the impact of peers’ academic goals, social goals, and academic achievement on students’ own goals and achievement. Students (n = 851) at a U.S. Midwestern public high school completed surveys at three time points: the beginning, middle, and end of the 2010-2011 school year. Results demonstrated that students’ academic goals, social goals, network position, and academic achievement changed across the school year and that there were several grade level, gender, and race differences. Structural equation models provided evidence that academic and social variables served as both predictors and outcomes, supporting the notion that these processes and outcomes are reciprocally influential. Students’ social goals stood out as especially important for influencing positive changes in social network position and academic achievement across the school year. Academic achievement also emerged as an important predictor of change in students’ academic goals, social goals, and social network position. Furthermore, changes in students’ academic goals, social goals, and academic achievement were predicted by the average levels of motivation and achievement of the peers with whom they regularly interacted at school. The present study thus provided a comprehensive demonstration of the importance of peers for students’ academic development. Future research and implications for educational practice are discussed. en_US
dc.language.iso en_US en_US
dc.subject Peer Relationships en_US
dc.subject Achievement Motivation en_US
dc.subject Social Network Analysis en_US
dc.subject Adolescence en_US
dc.subject Achievement Goals en_US
dc.title Students' Peer Relationships, Social and Academic Goals, and Academic Achievement: A Social Network Analysis Approach. en_US
dc.description.thesisdegreename PHD en_US
dc.description.thesisdegreediscipline Education and Psychology en_US
dc.description.thesisdegreegrantor University of Michigan, Horace H. Rackham School of Graduate Studies en_US
dc.contributor.committeemember Karabenick, Stuart A. en_US
dc.contributor.committeemember Cortina, Kai Schnabel en_US
dc.contributor.committeemember Fishman, Barry Jay en_US
dc.contributor.committeemember Ryan, Allison Murphy en_US
dc.contributor.committeemember Teasley, Stephanie en_US
dc.subject.hlbsecondlevel Education en_US
dc.subject.hlbsecondlevel Psychology en_US
dc.subject.hlbtoplevel Social Sciences en_US
dc.description.bitstreamurl http://deepblue.lib.umich.edu/bitstream/2027.42/97959/1/kamakara_1.pdf
dc.owningcollname Dissertations and Theses (Ph.D. and Master's)
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