The study is the first to examine the relationship among students’ social achievement goals, self-efficacy, collective efficacy of classmates and teachers, and math performance. In addition, the study examined homophily, or the tendency for peer group members to hold similar beliefs, for social achievement goals, efficacious beliefs, and math performance. Participants were 210 students from a predominately African American high school. Boys’ social achievement goals predicted twice as much collective efficacy than girls’ social achievement goals. In addition, self-efficacy positively predicted math performance for girls, but not so for boys. Social achievement goal homophily was only present for girls. Self-efficacy and math performance homophily was present for both boys and girls.
AltermattE. R.PomerantzE. M.RubleD. N.FreyK. S.GreulichF. K. (2002). Predicting changes in children’s self-perceptions of academic competence: A naturalistic examination of evaluative discourse among classmates. Developmental Psychology, 38, 903-917.
2.
AsherS. R.CoieJ. D. (1990). Peer rejection in childhood. New York, NY: Cambridge University Press.
3.
AzmitiaM.CooperC. R. (2001). Good or bad? Peer influences on Latino and European American adolescents’ pathways through school. Journal of Education for Students Placed at Risk, 6(1&2), 45-71.
4.
BanduraA. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
5.
BanduraA. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
6.
BanduraA. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-148.
7.
BanduraA. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
8.
BennerA.D.GrahamS. (2007). Navigating the transition to multi-ethnic urban high schools: Changing ethnic congruence and adolescents’ school-related affect. Journal of Research on Adolescence, 17, 207-220.
9.
BrownB. (2004). Adolescents’ relationships with peers. In LehrerR.SteinbergL. (Eds.), Handbook of adolescent psychology (2nd ed., pp. 363-394). New York, NY: Wiley.
10.
CadwalladerT. W.FarmerT. W.CairnsB. D.LeungM.ClemmerJ. T.GutD. M.ReeseL. E. (2002). The social relations of rural African American early adolescents and proximal impact of the School Engagement Project, Journal of School Psychology, 40, 239-258.
11.
CairnsR. B.CairnsB. D. (1994). Lifelines and risks: Pathways of youth in our time. Cambridge, England: Cambridge University Press.
12.
CairnsR. B.LeungM. C.BuchananL. D.CairnsB. D. (1995). Friendships and social networks in childhood and adolescence: Fluidity, reliability, and interrelations. Child Development, 66, 1330-1345.
13.
CairnsR. B.LeungM. C.GestS. D.CairnsB. D. (1995). A brief methodfor assessing social development: Structure, reliability, stability, and developmentalvalidity of the Interpersonal Competence Scale. Behavioral Research and Therapy, 33, 725-736.
14.
CairnsR. B.PerrinJ. E.CairnsB. D. (1985). Social structure and social cognition in early adolescence: Affiliative patterns. Journal of Early Adolescence, 5, 339-355.
15.
ChenX.ChangL.LiuH.HeY. (2008). Effects of the peer group on the development of social functioning and academic achievement: A longitudinal study in Chinese children. Child Development, 79, 235-251.
16.
EcclesJ. S.WongC. A.PeckS. C. (2006). Ethnicity as a social context for the development of African American adolescents. Journal of School Psychology, 44, 407-426.
17.
ElliotA. J.GableS. L.MapesR. R. (2006). Approach and avoidance motivation in the social domain. Personality and Social Psychology Bulletin, 32, 378-391. doi:10.1177/0146167205282153
18.
EstellD. B.FarmerT. W.CairnsR. B.CairnsB. D. (2002). Social relations and academic achievement in inner-city early elementary classrooms. International Journal of Behavioral Development, 26, 518-528.
19.
FordhamS.OgbuJ. U. (1986). Black students’ school success: Coping with the “burden of ‘acting White.’”Urban Review, 18, 176-206.
20.
GestS. D.FarmerT. W.CairnsB. D.XieH. (2003). Identifying children’s peer social networks in school classrooms: Links between peer reports and observed interactions. Social Development, 12, 513-529.
21.
GoddardR. D. (2001). Collective efficacy: A neglected construct in the study of schools and student achievement. Journal of Educational Psychology, 93, 467-476.
22.
GoddardR. D. (2002). A theoretical and empirical analysis of the measurement of collective efficacy: The development of a short form. Educational and Psychological Measurement, 62, 97-110.
23.
GoddardR. D.GoddardY. L. (2001). A multilevel analysis of the relationship between teacher and collective efficacy in urban schools. Teaching and Teacher Education, 17, 807-818.
GonzalesN. A.CauceA. M.FriedmanR. J.MasonC. A. (1996). Family, peer, and neighborhood influences on academic achievement among African-American adolescents: One-year prospective effects. American Journal of Community Psychology, 24, 365-387.
26.
HammJ. V. (2002). Do birds of a feather flock together? The variable bases for African American, Asian American, and European American Adolescents’ selection of similar friends. Developmental Psychology, 36, 209-219.
27.
HorstS. J.FinneyS. J.BarronK. E. (2007). Moving beyond academic achievement goal measures: A study of social achievement goals. Contemporary Educational Psychology, 32, 667-698.
28.
HorvartE. M.LewisK. S. (2003). Reassessing the “burden of ‘acting white’”: The importance of peer groups in managing academic success. Sociology of Education, 76, 265-280.
29.
JonesM. H.& AlexanderJ. M.EstellD. B. (2010). Homophily among peer groups members’ perceived self-regulated learning. Journal of Experimental Education, 78, 378-394.
30.
JonesM. H.EstellD. B. (2010). When elementary students change peer groups: Intra-group centrality, inter-group centrality, and self-perceptions of popularity. Merrill-Palmer Quarterly, 56, 164-188.
31.
JonesM. H.Audley-PiotrowskiS. R.KieferS. M. (2011). Relationships among adolescents’ perceptions of friends’ behaviors, academic self-concept, and math performance. Journal of Educational Psychology. Advance online publication. doi:10.1037/a0025596
32.
KandelD. B. (1978). Homophily, selection, and socialization in adolescent friendships. American Journal of Sociology, 84(2), 427-436.
33.
KimbroughR. M.MolockS. D.WaltonK. (1996). Perception of social support, acculturation, depression, and suicidal ideation among African American college students at predominantly black and predominantly white universities. Journal of Negro Education, 65, 295-307.
34.
KindermannT. A. (1993). Natural peer groups as contexts for individual development: The case of children’s motivation in school. Developmental Psychology, 29, 970-977.
35.
KindermannT. A. (2007). Effects of naturally existing peer groups on changes in academic engagement in a cohort of sixth grader. Child Development, 78, 1186-1203.
36.
KieferS. M.RyanA. M. (2011). Student perceptions of characteristics associated with social success: Changes during early adolescence. Journal of Applied Developmental Psychology, 32, 218-226.
37.
KlassenR. M.KrawchukL. L. (2009). Collective motivation beliefs of early adolescents working in small groups. Journal of School Psychology, 47, 101-120.
38.
MidgleyC.MaehrM. L.HrudaL. Z.AndermanE.AndermanL.GreenM.UrdanT. (2000). Manual for the patterns of adaptive learning survey. Ann Arbor: University of Michigan.
39.
OgbuJ. U. (2003). Black American students in an affluent suburb: A study of academic disengagement. Mahwah, NJ: Lawrence Erlbaum.
40.
OgbuJ. U. (2004). Collective identity and the burden of “acting White” in Black history, community and education. Urban Review, 36(1), 1-35.
41.
RoseA. J.RudolphK. D. (2006). A review of sex differences in peer relationship processes: Potential trade-offs for the emotional and behavioral development of girls and boys. Psychological Bulletin, 132, 98-131.
42.
RubinK. H.BukowskiW.ParkerJ. G. (2006). Peer interactions, relationships, and groups. In DamonW.LernerR. (Series Eds.) & EisenbergN. (Volume Ed.), Handbook of child psychology, 6th Edition: Volume 3. Social, emotional, and personality development (pp. 571-645). New York. NY: John Wiley.
43.
RyanA. (2001). The peer group as a context for the development of young adolescent motivation and achievement. Child Development, 72, 1135-1150.
44.
RyanA. M.ShimS. S. (2006). Social achievement goals: The nature and consequences of different orientations toward social competence. Personality and Social Psychology Bulletin, 32, 1246-1263.
45.
RyanA. M.ShimS. S. (2008). An exploration of young adolescents’ social achievement goals and social adjustment in middle school. Journal of Educational Psychology, 100, 672-687.
46.
SaundersJ.DavisL.WilliamsT.WilliamsJ. H. (2004). Gender differences in self-perceptions and academic outcomes: A study of African American high school students. Journal of Youth and Adolescence, 33(1), 81-90.
47.
SkaalvikE. M.SkaalvikS. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99, 611-625.
48.
SpencerM. B.NollE.StoltzfusJ.HarpalaniV. (2001). Identity and school adjustment: Questioning the “Acting White” assumption. Educational Psychologist, 36(1), 21-30.
49.
StewardE. B. (2007). Individual and school structural effects on African American high school students’ academic achievement. High School Journal, 91(2), 16-34.
50.
WentzelK. R. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90, 202-209.
51.
WilsonT.KarimpourR.RodkinP. C. (2011). African American and European American students’ peer groups during adolescence: Structure, status, and academic achievement. Journal of Early Adolescence, 31(1), 74-98.
52.
WitherspoonK. M.SpeightS. L.ThomasA. J. (1997). Racial identity attitudes, school achievement, and academic self-efficacy among African American high school students. Journal of Black Psychology, 23, 344-357.
53.
ZimmermanB. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82-91.
