Relationships

The present study examines the relative role of three distinct types of peer relationships (reciprocated friendships, frequent interactions, and shared group membership) in within-year changes in academic self-concept and engagement before and after the transition to middle school (fifth and sev-enth grade). In a series of linear regression analyses, main effects of each peer type’s academic self-concept and engagement on changes in youths’ academic characteristics were used to test socialization processes. Inter-actions of youths ’ academic skills with those of each peer type were used to test social comparison processes influencing changes in academic self-concept. Results suggest unique roles of each peer relationship differentially influencing changes in youths ’ academic adjustment as well as stronger influ-ence effects during seventh than fifth grade. Implications are discussed in terms of distinct influence processes associated with each peer relationship at PENNSYLVANIA STATE UNIV on September 18, 2016jea.sagepub.comDownloaded fro