Peer Group Acceptance and Academic Performance Among Adolescents Participating in a Dropout Prevention Program
Child and Adolescent Social Work JournalPublished 1 December 1997
Kathryn Walters, Gary L. Bowen
Citations32
SJR quartileQ1
SJR score0.63
SNIP1.17
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Abstract
This investigation examines the relationship between peer group acceptance and academic performance among adolescents participating in a dropout prevention program. Three variables assessing school-related attitudes and behavior are identified as potential links between peer group acceptance and academic performance and the results are examined in the context of the gender and racial/ethnic group identification of adolescent respondents. Peer group acceptance is found to have an indirect rather than a direct influence on academic achievement. The behavior variable, avoidance of problem behavior, provides the strongest path of connection between peer group acceptance and academic performance. Implications of the findings for social work practice in the school setting are discussed.
Keywords
PsychologySocial Sciences
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