Peer Effects in the Individual and Group Literacy Achievement of High-School Students in a Bi-dialectal Context
Document Type
Article
Publication Date
2019
Digital Object Identifier (DOI)
https://doi.org/10.1080/02702711.2019.1571545
Abstract
The theory of peer effect posits that students who find themselves in the company of high or low performing peers tend to exhibit better academic performance than what is solely attributable to their own individual characteristics. In this study, we investigate peer effects within literacy achievement among Trinidadian and Tobagonian youth, using a nationally representative sample of 15-year-old students. Findings indicate the presence of a strong literacy-based peer effect in mathematics, reading, and science even after controlling for individual demographic differences. Peer effect alone explained between 30% and 67% of the total variation in literacy. Implications are discussed.
Citation / Publisher Attribution
Reading Psychology, v. 40, issue 2, p. 117-148
Scholar Commons Citation
Warrican, S. Joel; Alleyne, Melissa L.; Smith, Patriann; Cheema, Jehanzeb; and King, James, "Peer Effects in the Individual and Group Literacy Achievement of High-School Students in a Bi-dialectal Context" (2019). Teaching and Learning Faculty Publications. 242.
https://digitalcommons.usf.edu/tal_facpub/242
