Izvorni znanstveni članak
THE RELATIONSHIP BETWEEN STUDENTS’ SOCIAL ACCEPTANCE, ACADEMIC SELF-HANDICAPPING AND ACADEMIC ACHIEVEMENT IN MIDDLE ADOLESCENCE
Katja Košir
; Faculty of Education,University of Maribor, Slovenia
Damjan Šimek
; High School of Economics Maribor, Slovenia
Sažetak
The relation between students’ peer relations and their academic performance is well documented in childhood. In adolescence, the findings of the present studies are not soclear and are mostly focused on the students in early adolescence. The purpose of this studywas to examine the relation between different measures of peer relations (social preference, social impact, and peer perceived popularity)and students’ academic achievement, testing the possible mediating role of students’ academic self-handicapping. In addition, we investigated whether students of different sociometric groups differ in academic achievement and academic self-handicapping. 534 Slovenian students participated in the study. No relationship between measures of peer relations, academic self-handicapping, and academic achievement was found. The results of this study provide some evidence about the independence of social and academic performance in middle adolescence and indicate that the findings about its relatedness from childhood and early adolescence cannot be generalized to students in middle adolescence.
Ključne riječi
academic achievement; academic self-handicapping; middle adolescence; peer relations; students
Hrčak ID:
162137
URI
Datum izdavanja:
28.12.2015.
Posjeta: 1.697 *