University of British Columbia, 2136 West Mall, Vancouver, BC, V6T 1Z4, Canada.
University of Virginia, Charlottesville, VA, 22903, USA.
J Youth Adolesc. 2017 Nov;46(11):2341-2354. doi: 10.1007/s10964-017-0724-2. Epub 2017 Jul 28.
Secondary school is a vulnerable time where stagnation or declines in classroom behavioral engagement occur for many students, and peer relationships take on a heightened significance. We examined the implications of adolescents' perceptions of relatedness with classroom peers for their academic learning. Participants were 1084 adolescents (53% female) in 65 middle and high school classrooms. Multilevel cross-lagged path analyses found that adolescents' perceived relatedness with classroom peers subsequently predicted their increased self-reported behavioral engagement in that classroom from fall to winter and again from winter to spring. Higher engagement in spring predicted higher end of year objective achievement test scores after statistical control of prior year test scores. Implications are discussed for increasing classroom peer relatedness to enhance adolescents' achievement.
中学阶段是一个脆弱的时期，许多学生的课堂行为参与度会停滞不前或下降，同伴关系变得尤为重要。我们研究了青少年对课堂同伴关系的感知对他们学业学习的影响。参与者是 65 个中学教室中的 1084 名青少年（53%为女性）。多层次交叉滞后路径分析发现，青少年对课堂同伴的感知关系随后预测了他们从秋季到冬季以及从冬季到春季在该课堂上自我报告的行为参与度的增加。在控制了前一年的考试成绩后，春季更高的参与度预测了年末客观成就测试成绩的提高。这对增加课堂同伴关系以提高青少年的成绩具有重要意义。
