Beleving van de peer context in de klas: Samenhang met sociaal functioneren, academisch functioneren en zelfbeeld. [Perceptions of classroom peer context: Associations with social status, academic achievement, and self-esteem]

Abstract

The goal of this study was to examine how children perceive the peer context in their classroom and the individual differences in these perceptions. 1491 children from 59 5th Grade classrooms in The Netherlands completed the Classroom Peer Context Questionnaire. Likeability, popularity, victimization, and academic functioning were measured using peer nominations. In addition, children completed a self-report measure of general self-esteem and social and academic self-concept. Positive associations were found between popularity and perceived conflict and exclusion. Negative associations were found between academic functioning and perceived cooperation and cohesion. General self-esteem and social self-concept were positively associated with perceived cooperation, cohesion and affiliation, and negatively with perceived conflict and exclusion. Some gender differences were found. It can be concluded that both experiences with peers and self-concept are associated with children’s perceptions of classroom peer context, although self-concept seems to play the most important role.