ABSTRACT

The present study examined the academic antecedents of declining peer social status. Participants included 545 (311 boys, 234 girls) Finnish students followed from the 1^st through the 4^th grade (ages 6–8 at outset). Each year, teachers completed assessments of academic task avoidance and students completed standardized measures of reading and math achievement. Acceptance was assayed through peer nominations. Supporting the hypothesized model, the results indicated that a lack of interest and motivation at the outset of primary school leads to a downward spiral of academic difficulties and diminished peer acceptance. Specifically, academic task avoidance in 1^st and 2^nd grade anticipated declining math and reading achievement one year later, which in turn, anticipated decreases in peer acceptance the following year. The findings held after controlling for factors known to contribute to school and peer difficulties, such as friendlessness, school readiness, and emotional and behavioural problems.

摘要

本研究考察了同伴社会地位下降的学术前因。参与者包括 545 名（311 名男孩，234 名女孩）从一^年级到四^年级（最初年龄为 6-8 岁）的芬兰学生。每年，教师完成学术任务回避评估，学生完成阅读和数学成绩的标准化测量。验收是通过同行提名来确定的。支持假设模型的结果表明，小学开始时缺乏兴趣和动力会导致学业困难呈螺旋式下降，并降低同伴接受度。具体来说，第一^和第二^{阶段的学术任务回避}年级预期一年后数学和阅读成绩下降，这反过来又预期下一年同伴接受度下降。在控制了已知会导致学校和同伴困难的因素（例如没有朋友、入学准备以及情绪和行为问题）后，该研究结果成立。