Peer Relations and School Adjustment in Ungraded Primary Children.

Diehl, Daniel S.; Lemerise, Elizabeth A.; Caverly, Sarah L.; Roberts, Julia; Ramsay, Shula

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Peer reviewed

ERIC Number: EJ576502

Record Type: CIJE

Publication Date: 1998

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-0663

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Peer Relations and School Adjustment in Ungraded Primary Children.

Diehl, Daniel S.; Lemerise, Elizabeth A.; Caverly, Sarah L.; Roberts, Julia; Ramsay, Shula

Journal of Educational Psychology, v90 n3 p506-15 Sep 1998

The contributions of peer acceptance, friendship, social status, and age relative to mixed-age classmates to children's' attitudes toward school and to achievement in ungraded primary school were studied with 323 ungraded elementary school students. Attitudes toward school were positively related to achievement scores. Predictive variables are discussed. (SLD)

Descriptors: Academic Achievement, Age Differences, Elementary Education, Elementary School Students, Mixed Age Grouping, Nongraded Instructional Grouping, Peer Relationship, Predictor Variables, Student Attitudes

Publication Type: Journal Articles; Reports - Research; Speeches/Meeting Papers

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

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Note: Research supported in part by grants from the H. F. Guggenheim Foundation, the Faculty Research Award Program of Western Kentucky University, and Jacob K. Javits Grant R206A00229-92. Portions of the research were presented at the Annual Meetings of the Kentucky Academy of Science (Frankfort, KY, 1996) and the Society for Research in Child Development (Washington, DC, 1997).