Children's perceptions of peer reactions to school-related behaviors and affect

Children's (Grades 4-8) perceptions of peer reactions to academic performance, affect, and conduct were examined in relation to achievement outcomes as measured by school grades, achievement test scores, and peer-based behavioral and affect judgments. Both sexes thought same-sex peers were more supportive of academic performance in boys than in girls. The hypothesis that expectations of peer reactions are related to achievement was partially supported, especially for the younger male subjects, whose achievement was systematically related to perceptions about the reactions of the female peer group to other girls. Theoretical and practical implications of the research findings were discussed.