Enhancing peer cultures of academic effort and achievement in early adolescence: promotive effects of the SEALS intervention.

Publisher: American Psychological Association Country of Publication: United States NLM ID: 0260564 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1939-0599 (Electronic) Linking ISSN: 00121649 NLM ISO Abbreviation: Dev Psychol Subsets: MEDLINE

Publication: Washington DC : American Psychological Association
Original Publication: Richmond, Va., American Psychological Assn.

Achievement* ; Culture* ; Learning* ; Peer Group* ; Teaching*; Students/*psychology; Adolescent ; Data Collection ; Educational Status ; Faculty ; Female ; Humans ; Interpersonal Relations ; Longitudinal Studies ; Male ; Randomized Controlled Trials as Topic ; Schools ; Social Support ; Surveys and Questionnaires ; United States

Peer cultures of effort and achievement influence early adolescents' academic adjustment. A randomized controlled trials design was used to test the extent to which aspects of peer cultures of effort and achievement were enhanced following teachers' participation in the Supporting Early Adolescents' Learning and Social Success (SEALS) intervention. Observational and survey data from teachers (N = 188) and survey data from 6th-graders (N = 2,453) in 36 rural schools across the United States were analyzed. Results indicated that in SEALS versus matched control schools, social prominence was more favorably associated with effort and school valuing, and peer group injunctive norms were more supportive of effort and achievement. Findings indicate that aspects of peer cultures respond to the school context and provide evidence of the efficacy of the SEALS model.
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Date Created: 20130508 Date Completed: 20140827 Latest Revision: 20151119

20231215

10.1037/a0032979

23647418