1. Objectifs

Intentions :
«The present study examined the contribution of experiences with peers in the classroom, at both the group and the dyad level, and of experiences with the teacher on children’s academic achievement while controlling for genetic and shared environmental factors». (p. 366)

Échantillon/Matériau :
«The 223 MZ [monozygotic] twin pairs (117 female pairs) who participated in the present study were part of an ongoing population-based longitudinal study (the Quebec Newborn Twin Study) of twins from the greater Montreal area in the Province of Quebec, Canada. Twins were recruited at birth between November 1995 and July 1998 (N= 648 twin pairs; 254 MZ twin pairs).» (p. 368)

Instruments :
Questionnaire «Friendship Features Interview for Young Children»

Type de traitement des données :
Analyse statistique

3. Résumé

«Results revealed that initial differences in peer rejection and the quality of the teacher– child relationship at school entry predicted differences in academic performance a year later. Conversely, differences in peer victimization and in friendship quality did not make unique contributions to differences in Grade 1 academic performance. The quality of the teacher– child relationship in Grade 1 made an additional contribution, whereas concurrent peer rejection did not.» (p. 374-375) «Differences in parent hostility– coercion did not predict differences in academic achievement. They were, however, related to children’s pre-academic skills assessed at T1, albeit marginally. Hence, differences in parent hostility– coercion could be indirectly related to academic achievement through their link with children’s pre-academic abilities (which were predictive of children’s academic performance). Since parents tend to treat children from the same family relatively similarly, as indexed by a high intraclass correlation on parental hostility– coercion scores, a larger sample may be required to show that small differences in parental treatment can make a difference with respect to important elements such as school readiness.» (p. 376)