Peer acceptance/rejection and academic achievement

• Main Author: Spasenović Vera Z.
• Format: Article
• Language: srp
• Published: Institute for Educational Research, Belgrade 2003-01-01
• Series: Zbornik: Institut za Pedagoška Istraživanja
• Subjects: peer relations; acceptance/rejection; academic achievement; intervention programs
• Online Access: http://www.doiserbia.nb.rs/img/doi/0579-6431/2003/0579-64310335267S.pdf

Considerations of the nature and role of peer relations in child development indicate that peer interaction is an important factor in developing social and cognitive competences. Peer relations not only influence current but also subsequent academic, behavioral and emotional development. Accepted students more often display better academic achievement, whereas the status of rejection is coupled with academic difficulties and lower academic achievement. Peer rejection is a relatively stable characteristic that can be used to predict difficulties in the years to come, such as repeat of a grade, early drop out, unjustified absences, adaptability problems etc. It is considered that correlation between academic achievement and peer group status is mediated by student social behavior at school. The quality of peer relations and academic achievement are mutually influential i.e. peer acceptance serves as a social resource that facilitates academic achievement, but academic achievement has effects on student acceptance. To help students who display difficulties in social relations, various intervention programs have been well thought of so as to contribute to interpersonal efficiency promotion. Concerning interdependence of social behavior, peer status and academic achievement, it is reasonable to expect that positive changes in behavior, frequently leading to the change of rejection status, will produce, directly or indirectly, positive effects on academic achievement too.