Natural behavior contingencies were examined as a mechanism by which peers can influence children's school motivation in classroom interactions. Sequential observations in a fifth grade classroom identified contingencies that children experienced from peer group members, nonmembers, and the teacher as consequences of their behavior; peer groups were identified with a Composite Social Map procedure. The more students were motivated, the more likely they were to receive approval from peer group members following their active on-task behaviors. The less students were motivated, the more they received disapproval from nonmembers following their disruptive off-task behaviors. These contingency patterns constitute learning conditions that can be seen as a mechanism through which a child's peer group members can influence that child's school motivation.
Sage, Nicole A. and Kindermann, Thomas A.
"Peer Networks, Behavior Contingencies,
and Children's Engagement in the Classroom,"
1, Article 7.
Available at: http://digitalcommons.wayne.edu/mpq/vol45/iss1/7