From Conversations to Comparisons: The Importance of Peers for Math Motivation

• In Event: From Classmates to Friends: Understanding Peers’ Role in Student Motivation

Abstract

Objectives and Framework
Peers have received less attention in Situated Expectancy-Value Theory (SEVT) compared to other social factors (Eccles & Wigfield, 2020), and the mechanisms through which peer dynamics shape motivation remain under-investigated (Kindermann, 2016). Moreover, motivational theories often lack depth in explaining how and why social contexts influence motivation: without unpacking these social processes, the field of motivation cannot advance in meaningful ways (Wentzel & Skinner, 2022).
Research Questions
1. How do students perceive the role of math motivational beliefs when selecting friends?
2. How do students perceive socialization processes in relation to their own math motivational beliefs within peer context?
Method
Participants were drawn from one fifth-grade middle school classroom (27 of the 28 students in the class participated) in Turkey. We conducted 37 semi-structured interviews: 24 during the first semester and 13 during the second semester. We used inductive thematic analysis (Braun & Clarke, 2006) to identify patterns across interviews related to peer selection and socialization processes. Codes and themes were developed directly from the data, allowing students’ own perspectives to guide the analysis. The first and second author independently coded a subset of transcripts in the initial round, met to resolve discrepancies and revise the codebook, and then applied the revised codebook to all transcripts. Throughout the process, the first and second authors held iterative discussions to resolve discrepancies to ensure consistency. Final codes were organized into themes; illustrative quotes were selected to represent each sub-code.
Findings
Themes related to selection processes primarily focused on choosing friends based on shared values, common interests, social goals, or a desire to avoid negative influences rather than math-related beliefs. In contrast, socialization themes appeared more directly connected to math motivation; thus, we focus here on socialization processes given space constraints. Specifically, we identified seven themes that described how various peer relation levels might relate to students’ math motivational beliefs: vicarious experiences, daily conversations, social support, collaborative learning, competition and comparison, group norms and behaviors, and socio-motivational dependency (see Table 1 for themes, codes, and illustrative quotes). For instance, students’ daily conversations often involved sharing their feelings about the class and teachers. Interviews suggested that these interactions may have contributed to students’ beliefs about math, reinforced peer group conformity, and shaped students’ perceptions of the classroom’s motivational climate—potentially contributing to the development of a peer group’s motivational meso-climate (Robinson, 2023).
Significance
Although peer socialization effects on students’ motivation and engagement have been documented across different levels of peer relations—best friends, interaction groups, and friendship networks (Kindermann, 2007; Ryan, 2001; Shin & Ryan, 2014)—the mechanisms remain insufficiently understood. We provide evidence about how socialization mechanisms operate across multiple levels of peer relations—from dyadic exchanges to broader group norms—offering a more nuanced understanding of the peer context. By identifying specific processes such as student-initiated study groups, peer persuasion, and group conformity, the findings provide additional conceptual clarity about how peer context shapes students’ motivational beliefs.

Authors

• Utku Caybas, Michigan State University

• Ada Fulin Ergun, Yeditepe University

• Lisa Linnenbrink-Garcia, Michigan State University