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Cross-ethnic friendship and prosocial behavior's potential significance to elementary children's academic competence
University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
University of Borås, Faculty of Caring Science, Work Life and Social Welfare. (FoUS)
2019 (English)In: The Journal of educational research (Washington, D.C.), ISSN 0022-0671, E-ISSN 1940-0675, Vol. 112, no 1, p. 38-45Article in journal (Refereed) Published
Abstract [en]

The authors, with Swedish elementary school students (N = 201), 9–12 years old, examined the potential significance to self-perceived academic competence of students' cross-ethnic friendship ties and prosocial behavior to better understand education's minority achievement gap. A crossed-lagged panel model was tested to investigate potential relationships between these variables over time, while controlling for temporal associations. The results revealed that higher levels of prosocial behavior were related to more positive academic performance six months later. However, higher levels of cross-ethnic friendship did not. The findings further establish the predictive influence of prosocial behavior on academic competence, indicating that this over-time relation is applicable also in the North European context, with its increasingly diverse ethnicity.

Place, publisher, year, edition, pages
2019. Vol. 112, no 1, p. 38-45
Keywords [en]
ethnic diversity, interpersonal relationships, peer influence, school environment, self-perceived school performance
National Category
Applied Psychology
Identifiers
URN: urn:nbn:se:hb:diva-15259DOI: 10.1080/00220671.2018.1431872Scopus ID: 2-s2.0-85042211892OAI: oai:DiVA.org:hb-15259DiVA, id: diva2:1259106
Available from: 2018-10-27 Created: 2018-10-27 Last updated: 2019-06-17Bibliographically approved

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Jutengren, GöranMedin, Eva

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
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More styles
Language
  • de-DE
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Output format
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