Personality as a moderator of context effects on academic achievement.
Hendriks, AA Jolijn;
Kuyper, Hans;
Lubbers, Miranda J;
Van der Werf, Margaretha PC;
(2011)
Personality as a moderator of context effects on academic achievement.
Journal of school psychology, 49 (2).
pp. 217-248.
ISSN 0022-4405
DOI: https://doi.org/10.1016/j.jsp.2010.12.001
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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.
