Social Acceptance and Achievement: A Meta-Analytic Study

• In Event: 47.030 - Interpersonal Processes and Social Context of Learning

Abstract

An extensive body of work supports the notion that positive peer relationships are related to children’s academic functioning at school. In this study, we used meta-analytic techniques to determine the strength of the relation between social acceptance by peers and academic performance. Further, we explored the extent to which these relations were moderated by sex, grade level, and nationality. Finally, we examined the role of motivation in mediating these relations. Results revealed a small to medium effect of social acceptance on achievement, moderated by grade level and nationality. Mediation analyses of motivation are ongoing. These findings have the potential to inform educators further about how they might utilize the power of peer interactions to motivate their students to succeed academically.

Authors

• Sophie Jablansky, University of Maryland - College Park

• Nicole Scalise, University of Maryland - College Park

• Kathryn R. Wentzel, University of Maryland