Enhancing Peer Cultures of Academic Effort and Achievement in Early Adolescence: Promotive Effects of the SEALS Intervention

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 Ad...

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Bibliographic Details
Published in:Developmental psychology 2014-01, Vol.50 (1), p.216-228
Main Authors: Hamm, Jill V., Farmer, Thomas W., Lambert, Kerrylin, Gravelle, Maggie
Format: Article
Language:English
Subjects:
Academic Achievement
Academic Achievement Motivation
Achievement
Adjustment (to Environment)
Adolescent
Adolescents
Biological and medical sciences
Classroom Observation Techniques
Culture
Data Collection
Developmental psychology
Early Adolescence
Early Adolescents
Educational psychology
Educational Status
Faculty
Female
Fundamental and applied biological sciences. Psychology
Human
Humans
Interpersonal Relations
Intervention
Learning
Longitudinal Studies
Male
Peer Acceptance
Peer Group
Peer Groups
Peer Influence
Peer Relations
Peers
Popularity
Program Effectiveness
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Pupil and student. Academic achievement and failure
Randomized controlled trials
Randomized Controlled Trials as Topic
Rural areas
Rural Education
School Adjustment
School Based Intervention
Schools
Social Support
Students - psychology
Survey data
Surveys
Surveys and Questionnaires
Teacher Role
Teacher Student Interaction
Teachers
Teaching
Teenagers
United States
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Description
Summary: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.
ISSN:0012-1649
1939-0599
DOI:10.1037/a0032979