Personality as a moderator of context effects on academic achievement

A. A.Jolijn Hendriks; Hans Kuyper; Miranda J. Lubbers; Margaretha P.C. Van der Werf

doi:https://doi.org/10.1016/j.jsp.2010.12.001

Personality as a moderator of context effects on academic achievement

A. A.Jolijn Hendriks, Hans Kuyper, Miranda J. Lubbers, Margaretha P.C. Van der Werf

Rijksuniversiteit Groningen

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10 Citations (Scopus)

Abstract

We investigated whether personality moderates group influence of classmates on academic achievement and whether these so-called context effects can be attributed to peer pressure. The sample consisted of 2498 students in their first year of Dutch secondary education. The data were analyzed by a two-level (students within classes) analysis, separately for boys (n= 1033, in 92 classes) and girls (n= 1465, in 119 classes). For both sexes, we found a context effect on Dutch language achievement but not on mathematics achievement. Emotional Stability appeared a moderator of this context effect but for girls only. The results suggest further that peer pressure is not a likely mechanism of group influence of classmates on academic achievement. © 2011 Society for the Study of School Psychology.

Original language	English
Pages (from-to)	217-248
Journal	Journal of School Psychology
Volume	49
DOIs	https://doi.org/10.1016/j.jsp.2010.12.001
Publication status	Published - 1 Apr 2011

Keywords

Academic achievement
Adolescents
Context effects
Moderator
Personality

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title = "Personality as a moderator of context effects on academic achievement",

abstract = "We investigated whether personality moderates group influence of classmates on academic achievement and whether these so-called context effects can be attributed to peer pressure. The sample consisted of 2498 students in their first year of Dutch secondary education. The data were analyzed by a two-level (students within classes) analysis, separately for boys (n= 1033, in 92 classes) and girls (n= 1465, in 119 classes). For both sexes, we found a context effect on Dutch language achievement but not on mathematics achievement. Emotional Stability appeared a moderator of this context effect but for girls only. The results suggest further that peer pressure is not a likely mechanism of group influence of classmates on academic achievement. {\textcopyright} 2011 Society for the Study of School Psychology.",

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AU - Hendriks, A. A.Jolijn

AU - Kuyper, Hans

AU - Lubbers, Miranda J.

AU - Van der Werf, Margaretha P.C.

PY - 2011/4/1

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N2 - We investigated whether personality moderates group influence of classmates on academic achievement and whether these so-called context effects can be attributed to peer pressure. The sample consisted of 2498 students in their first year of Dutch secondary education. The data were analyzed by a two-level (students within classes) analysis, separately for boys (n= 1033, in 92 classes) and girls (n= 1465, in 119 classes). For both sexes, we found a context effect on Dutch language achievement but not on mathematics achievement. Emotional Stability appeared a moderator of this context effect but for girls only. The results suggest further that peer pressure is not a likely mechanism of group influence of classmates on academic achievement. © 2011 Society for the Study of School Psychology.

AB - We investigated whether personality moderates group influence of classmates on academic achievement and whether these so-called context effects can be attributed to peer pressure. The sample consisted of 2498 students in their first year of Dutch secondary education. The data were analyzed by a two-level (students within classes) analysis, separately for boys (n= 1033, in 92 classes) and girls (n= 1465, in 119 classes). For both sexes, we found a context effect on Dutch language achievement but not on mathematics achievement. Emotional Stability appeared a moderator of this context effect but for girls only. The results suggest further that peer pressure is not a likely mechanism of group influence of classmates on academic achievement. © 2011 Society for the Study of School Psychology.

KW - Academic achievement

KW - Adolescents

KW - Context effects

KW - Moderator

KW - Personality

U2 - https://doi.org/10.1016/j.jsp.2010.12.001

DO - https://doi.org/10.1016/j.jsp.2010.12.001

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VL - 49

SP - 217

EP - 248

JO - Journal of School Psychology

JF - Journal of School Psychology

ER -

Personality as a moderator of context effects on academic achievement

Abstract

Keywords

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