Child and Adolescent Social Work Journal

, Volume 14, Issue 6, pp 413–426

Peer Group Acceptance and Academic Performance Among Adolescents Participating in a Dropout Prevention Program

  • Kathryn Walters
  • Gary L. Bowen
Article

DOI: 10.1023/A:1024566930164

Cite this article as:
Walters, K. & Bowen, G.L. Child and Adolescent Social Work Journal (1997) 14: 413. doi:10.1023/A:1024566930164

Abstract

This investigation examines the relationship between peer group acceptance and academic performance among adolescents participating in a dropout prevention program. Three variables assessing school-related attitudes and behavior are identified as potential links between peer group acceptance and academic performance and the results are examined in the context of the gender and racial/ethnic group identification of adolescent respondents. Peer group acceptance is found to have an indirect rather than a direct influence on academic achievement. The behavior variable, avoidance of problem behavior, provides the strongest path of connection between peer group acceptance and academic performance. Implications of the findings for social work practice in the school setting are discussed.

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Copyright information

© Human Sciences Press, Inc. 1997

Authors and Affiliations

  • Kathryn Walters
    • 1
  • Gary L. Bowen
    • 2
  1. 1.School of Social WorkUniversity of North CarolinaChapel HillUSA
  2. 2.School of Social WorkThe University of North CarolinaChapel HillUSA

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