The Contribution of Children's Peer Relations to Adjustment in An Ungraded Primary Program

While research in same-age classrooms has found a significant relationship between peer relations and school adjustment, little is known about the contribution peer relations makes to school adjustment in the mixed-age classroom. The purpose of the present study was to investigate the contributions...

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Main Author: Diehl, Daniel
Format: Others
Published: TopSCHOLAR® 1996
Subjects:
Online Access:http://digitalcommons.wku.edu/theses/905
http://digitalcommons.wku.edu/cgi/viewcontent.cgi?article=1908&context=theses
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spelling ndltd-WKU-oai-digitalcommons.wku.edu-theses-19082013-01-08T18:58:49Z The Contribution of Children's Peer Relations to Adjustment in An Ungraded Primary Program Diehl, Daniel While research in same-age classrooms has found a significant relationship between peer relations and school adjustment, little is known about the contribution peer relations makes to school adjustment in the mixed-age classroom. The purpose of the present study was to investigate the contributions that peer acceptance, social status, social behavior, and age relative to classmates make to children's attitudes toward school and their achievement in mixed-age (ungraded) primary classrooms. Children's attitudes toward reading, math, and science were positively related to reading, math, and science achievement scores. Children's achievement could be predicted from children's attitudes toward school and peer relations variables. In addition, differences within social status classifications were related to attitudes toward school and to achievement in school. 1996-08-01 text application/pdf http://digitalcommons.wku.edu/theses/905 http://digitalcommons.wku.edu/cgi/viewcontent.cgi?article=1908&context=theses Masters Theses & Specialist Projects TopSCHOLAR® Education Psychology
collection NDLTD
format Others
sources NDLTD
topic Education
Psychology
spellingShingle Education
Psychology
Diehl, Daniel
The Contribution of Children's Peer Relations to Adjustment in An Ungraded Primary Program
description While research in same-age classrooms has found a significant relationship between peer relations and school adjustment, little is known about the contribution peer relations makes to school adjustment in the mixed-age classroom. The purpose of the present study was to investigate the contributions that peer acceptance, social status, social behavior, and age relative to classmates make to children's attitudes toward school and their achievement in mixed-age (ungraded) primary classrooms. Children's attitudes toward reading, math, and science were positively related to reading, math, and science achievement scores. Children's achievement could be predicted from children's attitudes toward school and peer relations variables. In addition, differences within social status classifications were related to attitudes toward school and to achievement in school.
author Diehl, Daniel
author_facet Diehl, Daniel
author_sort Diehl, Daniel
title The Contribution of Children's Peer Relations to Adjustment in An Ungraded Primary Program
title_short The Contribution of Children's Peer Relations to Adjustment in An Ungraded Primary Program
title_full The Contribution of Children's Peer Relations to Adjustment in An Ungraded Primary Program
title_fullStr The Contribution of Children's Peer Relations to Adjustment in An Ungraded Primary Program
title_full_unstemmed The Contribution of Children's Peer Relations to Adjustment in An Ungraded Primary Program
title_sort contribution of children's peer relations to adjustment in an ungraded primary program
publisher TopSCHOLAR®
publishDate 1996
url http://digitalcommons.wku.edu/theses/905
http://digitalcommons.wku.edu/cgi/viewcontent.cgi?article=1908&context=theses
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