Peer relationships and adolescents’ academic and non‐academic outcomes: Same‐sex and opposite‐sex peer effects and the mediating role of school engagement

Gregory Arief D. Liem · Andrew J. Martin

153 citations0/0 files storedBritish Journal of Educational Psychology

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Education, Achievement, and Giftedness Early Childhood Education and Development Psychosocial Factors Impacting Youth

Abstract

BACKGROUND: The literature has documented theoretical/conceptual models delineating the facilitating role of peer relationships in academic and non-academic outcomes. However, the mechanisms through which peer relationships link to those outcomes is an area requiring further research. AIMS: The study examined the role of adolescents' perceptions of their relationships with same-sex and opposite-sex peers in predicting their academic performance and general self-esteem and the potentially mediating role of school engagement in linking these perceived peer relationships with academic and non-academic outcomes. SAMPLE: The sample comprised 1,436 high-school students (670 boys, 756 girls; 711 early adolescents, 723 later adolescents). METHOD: Self-report measures and objective achievement tests were used. Structural equation modelling (SEM) was performed to test the hypothesized model and its invariance across gender and age groups. RESULTS: Perceived same-sex peer relationships yielded positive direct and indirect links with academic performance and general self-esteem. Perceived opposite-sex peer relationships yielded positive direct and indirect links with general self-esteem and an indirect positive link with academic performance, but mediation via school engagement was not as strong as that of perceived same-sex peer relationships. These findings generalized across gender and age groups. CONCLUSION: Adolescents' same-sex and opposite-sex peer relationships seem to positively impact their academic performance and general self-esteem in distinct ways. It appears that school engagement plays an important role in mediating these peer relationship effects, particularly those of same-sex peer relationships, on academic and non-academic functioning. Implications for psycho-educational theory, measurement, and practice are discussed.

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References

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2015Students' interpersonal relationships, personal best (PB) goals, and academic engagement 2024How peer relationships affect academic achievement among junior high school students: The chain mediating roles of learning motivation and learning engagement 2017Perceptions of Relatedness with Classroom Peers Promote Adolescents’ Behavioral Engagement and Achievement in Secondary School 2020A person-centered approach to examining high-school students’ motivation, engagement and academic performance

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