Abstract
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.
Recommended Citation
Sage, Nicole A. and Kindermann, Thomas A.
(1999)
"Peer Networks, Behavior Contingencies,
and Children's Engagement in the Classroom,"
Merrill-Palmer Quarterly: Vol. 45:
Iss.
1, Article 7.
Available at:
https://digitalcommons.wayne.edu/mpq/vol45/iss1/7