Peer affliation stability, sense of school belonging and academic achievement in early adolescence: does grade configuration matter? Public Deposited

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Last Modified
  • March 21, 2019
Creator
  • Schmid, Lorrie Ann
    • Affiliation: School of Education
Abstract
  • This study focused on the middle school transition and how the social world of peers affected the academic world of early adolescents. Specifically, it focused on the transition to middle school and how it might disrupt peer groups and affect academic achievement. This study included three rural samples from different regional studies. Study 1 was an Appalachian sample with a middle school transition while Study 2 was a Midwest sample where some students had a middle school transition and some did not. This research extends the literature on peer group stability by creating a new individual-level peer group stability indicator. Differences in peer stability were found in all three samples. However, mixed results were found for peer stability across time and academic achievement indicators. No significant differences were found by school grade configuration, indicating that the middle school transition in Study 2 did not affect peer group stability.
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  • In Copyright
Advisor
  • Hamm, Jill
Degree granting institution
  • University of North Carolina at Chapel Hill
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  • Open access
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