This research examined the degree to which children's achievement-related beliefs could be predicted from their friends' beliefs, both concurrently and over time. For 3 semesters, 4th-, 5th-, and 6th-grade students (N = 929) completed measures of their competence-related beliefs, motivational beliefs, and friendship choices. Concurrent analyses indicated that friends showed consistent, albeit modest, similarities with regard to their self-perceptions of competence, academic standards, importance of meeting standards, and preference for challenge. During the academic year, friends appeared influential with regard to children's ability attributions for success and the importance they placed on meeting academic standards. Over a grade-level transition, friends appeared influential with regard to children's ability attributions for failure. Overall, associations were stronger among reciprocated than among unilateral friends.
ASJC Scopus subject areas
- Developmental and Educational Psychology