Personality as a moderator of context effects on academic achievement

被引：11

作者：

Hendriks, A. A. Jolijn ^{[1
]}

Kuyper, Hans ^{[1
]}

Lubbers, Miranda J. ^{[1
]}

Van der Werf, Margaretha P. C. ^{[1
]}

机构：

[1] Univ Groningen, Groningen Inst Educ Res GION, NL-9712 TG Groningen, Netherlands

来源：

JOURNAL OF SCHOOL PSYCHOLOGY | 2011年 / 49卷 / 02期

关键词：

Adolescents; Context effects; Academic achievement; Personality; Moderator; BIG; 5; SCHOOL EFFECTIVENESS; SECONDARY-SCHOOLS; PEER GROUP; PERFORMANCE RELATIONSHIPS; EDUCATIONAL EXPECTATIONS; ADOLESCENTS PERSONALITY; INDIVIDUAL-DIFFERENCES; LANGUAGE ACHIEVEMENT; STUDENT-ACHIEVEMENT;

D O I：

10.1016/j.jsp.2010.12.001

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

We investigated whether personality moderates group influence of classmates on academic achievement and whether these so-called context effects can be attributed to peer pressure. The sample consisted of 2498 students in their first year of Dutch secondary education. The data were analyzed by a two-level (students within classes) analysis, separately for boys (n = 1033, in 92 classes) and girls (n = 1465, in 119 classes). For both sexes, we found a context effect on Dutch language achievement but not on mathematics achievement. Emotional Stability appeared a moderator of this context effect but for girls only. The results suggest further that peer pressure is not a likely mechanism of group influence of classmates on academic achievement. (C) 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

引用

页码：217 / 248

页数：32

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