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

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10 Citations (Scopus)


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 languageEnglish
Pages (from-to)217-248
JournalJournal of School Psychology
Publication statusPublished - 1 Apr 2011


  • Academic achievement
  • Adolescents
  • Context effects
  • Moderator
  • Personality


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