Homophily Among Peer Groups Members Perceived Self-Regulated Learning Academic Article

abstract

• The present study is one of the first examining whether peer group members hold similar levels of self-regulated learning. The study specifically addresses the potential homophily among group members' regulative abilities (metacognition, environment regulation, effort regulation, peer learning, and help seeking) and whether group members' regulative abilities predict affiliates' academic performance. The study surveyed 9th-grade students from a Midwestern high school about their regulative abilities for mathematics. Results suggest that peer groups members' effort regulation is similar among peer affiliates but not other regulative abilities. In addition, peer group members' regulative abilities do not predict each others' academic performance. Copyright Taylor & Francis Group, LLC.

authors

• Alexander, Joyce

published proceedings

• The Journal of Experimental Education

altmetric score

• 3

author list (cited authors)

• Jones, M. H., Alexander, J. M., & Estell, D. B.

citation count

• 20

complete list of authors

• Jones, Martin H||Alexander, Joyce M||Estell, David B

publication date

• January 2010

publisher

• Taylor & Francis  Publisher

published in

• Journal of Experimental Education  Journal

keywords

• Clinical Research
• Prevention

Digital Object Identifier (DOI)

• 10.1080/00220970903548020

start page

• 378

end page

• 394

volume

• 78

issue

• 3

URL

• http://dx.doi.org/10.1080/00220970903548020