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Personality as a moderator of context effects on academic achievement

Authors
Journal
Journal of School Psychology
0022-4405
Publisher
Elsevier
Publication Date
Volume
49
Issue
2
Identifiers
DOI: 10.1016/j.jsp.2010.12.001
Keywords
  • Adolescents
  • Context Effects
  • Academic Achievement
  • Personality
  • Moderator
Disciplines
  • Education
  • Mathematics

Abstract

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.

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