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Title:Peer Socialization of Achievement -Related Beliefs
Author(s):Altermatt, Ellen Rydell
Doctoral Committee Chair(s):Eva Pomerantz
Department / Program:Psychology
Discipline:Psychology
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ph.D.
Genre:Dissertation
Subject(s):Education, Educational Psychology
Abstract:Study 2 examined children's classroom discourse as one mechanism through which peers may influence children's beliefs about their academic capabilities. Kindergarten, first grade, and second grade students (N = 106) participated in two waves of data collection, approximately one year apart. During the first year of the study, children's verbal interactions with their classmates were observed and recorded. During the spring of each year, children's self-perceptions of competence were assessed. Analyses revealed that changes in children's competence perceptions could be predicted from the types of statements that children made and had directed toward them by peers in the classroom setting. Examining sequences of children's statements proved helpful in explaining the observed changes in children's perceptions of competence over time.
Issue Date:2001
Type:Text
Language:English
Description:133 p.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2001.
URI:http://hdl.handle.net/2142/82004
Other Identifier(s):(MiAaPQ)AAI3023007
Date Available in IDEALS:2015-09-25
Date Deposited:2001


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