Jan N. Hughes|Duan Zhang
Effects of the structure of classmates’ perceptions of peers’ academic abilities on children’s perceived cognitive competence, peer acceptance, and engagement
Texas A&M University|Texas A&M University
study examined effects classroom indegree ability degree peer nominations academically capable show high consensus focus relatively number children classroom first grade childrens peer acceptance teacherrated classroom engagement selfperceived cognitive competence participants 291 children located 84 classrooms participating sociometric interviews 937 classmates consistent social comparison theory classroom indegree moderated associations childrens achievement classroom engagement peer liking children lower ability relative classmates less accepted peers less engaged classrooms students perceptions classmates abilities converged relatively number students classrooms peers perceptions dispersed high indegree associated lower selfperceived cognitive competence regardless ability level