Laursen Brett, Kiuru Noona, Lerkkanen Marja-Kristiina, Poikkeus Anna-Maija
Florida Atlantic University.
University of Jyväskylä.
Eur J Dev Psychol. 2022;19(4):601-615. doi: 10.1080/17405629.2021.1936491. Epub 2021 Jun 17.
The present study examined the academic antecedents of declining peer social status. Participants included 545 (311 boys, 234 girls) Finnish students followed from the 1 through the 4 grade (ages 6-8 at outset). Each year, teachers completed assessments of academic task avoidance and students completed standardized measures of reading and math achievement. Acceptance was assayed through peer nominations. Supporting the hypothesized model, the results indicated that a lack of interest and motivation at the outset of primary school leads to a downward spiral of academic difficulties and diminished peer acceptance. Specifically, academic task avoidance in 1 and 2 grade anticipated declining math and reading achievement one year later, which in turn, anticipated decreases in peer acceptance the following year. The findings held after controlling for factors known to contribute to school and peer difficulties, such as friendlessness, school readiness, and emotional and behavioral problems.
本研究考察了同伴社会地位下降的学业影响因素。研究对象包括545名芬兰学生（311名男生，234名女生），他们从一年级到四年级都参与了跟踪研究（开始时年龄为6至8岁）。每年，教师完成对学业任务回避情况的评估，学生完成阅读和数学成绩的标准化测试。通过同伴提名来测定受欢迎程度。结果支持了假设模型，表明小学开始时缺乏兴趣和动力会导致学业困难的恶性循环以及同伴接纳度降低。具体而言，一、二年级时的学业任务回避预示着一年后数学和阅读成绩下降，而这反过来又预示着次年同伴接纳度降低。在控制了已知会导致学校和同伴问题的因素后，如孤独、入学准备情况以及情绪和行为问题，研究结果依然成立。
