000			02622nab a2200241 a 4500
003			PILC
005			20221123182324.0
008			180417s9999 xx 000 0 und d
040			_cMANILA TYTANA COLLEGES LIBRARY
100			_aVollet, Justin W.
245		0	_aIn peer matters, teachers matter : _bpeer group influences on students' engagement depend on teacher involvement / _cJustin W. Vollet, Thomas A. Kindermann, Ellen A. Skinner
260			_cJuly 2017
336			_atext
337			_aunmediated
338			_avolume
440			_aJournal of Educational Psychology _n109 : 5, page 635 - 652
520			_aThis study focused on the joint effects of teachers and peer groups as predictors of change in students' engagement during the first year of middle school, when the importance of peer relationships normatively increases and the quality of teacher-student relationships typically declines. To explore cumulative and conceptualized joint effects, the study utilized 3 sources of information about an entire cohort of 366 sixth graders in a small town: Peer groups were identified using sociocognitive mapping; students reported on teacher involvement; and teacher reported on each student's engagement. Consistent with models of cumulative effects, peer group engagement, and teacher involvement each uniquely predicted changes in students' engagement. Consistent with contextualized models suggesting differential susceptibility, peer group engagement was a more pronounced predictor of changes in engagement for students who experienced relatively low involvement from teachers. These peer effects were positive or negative depending on the engagement versus disaffection of each student's peer group. Person-centered analyses also revealed cumulative and contextualized effects. Most engage were students who experienced support from both social partners; steepest engagement declines were found when students affiliated with disaffected peers and experienced teachers as relatively uninvolved. High teacher involvement partially protected students from the motivational costs of affiliating with disaffected peers, and belonging to engaged peer groups partially buffered students' engagement from the effects of low teacher involvement. These findings suggests that, although peer groups and teachers are each important individually, a complete understanding of their contribution to students' engagement requires the examination of their joint effects.
521			_aPsychology
650			_aSocial influence.
650			_aMiddle school students.
942			_cAN _2lcc
998			_c81288 _d139651
999			_c78260 _d78260