Qi Chen|Jan N. Hughes|Jeffrey Liew|Oi?Man Kwok
Joint contributions of peer acceptance and peer academic reputation to achievement in academically at-risk children: Mediating processes
University of North Texas|Texas A&M University|Texas A&M University|Texas A&M University
longitudinal relationships two dimensions peer relationships subsequent academic adjustment investigated sample 543 relatively low achieving children 657 years year 1 1st grade latent variable sem used test four stage model positing indirect effects peer acceptance peer academic reputation par assessed year 2 academic achievement year 5 via effects peer relationships variables perceived academic competence year 3 effortful engagement year 4 expected effect par engagement partially mediated perceived academic competence effect perceived academic competence achievement partially mediated engagement context par peer acceptance contribute mediating variables achievement findings provide clearer understanding processes early peer relationships influence concurrent future schoolrelated outcomes implications educational practice future research discussed