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dc.contributor.authorStudsrød, Ingunn
dc.contributor.authorBru, Edvin
dc.date.accessioned2012-09-28T13:10:03Z
dc.date.available2012-09-28T13:10:03Z
dc.date.issued2011
dc.identifier.citationStudsrød, I. ; Bru, E. (2011): Perceptions of peers as socialization agents and adjustment in upper secondary school. Emotional and Behavioural Difficulties, 16(2011)2, 159-172no_NO
dc.identifier.issn1741-2692
dc.identifier.urihttp://hdl.handle.net/11250/184980
dc.description.abstractThe purpose of present study was to explore the perceptions of peers as socialization agents in school adjustment among upper secondary school students. The associations were studied in a sample of 564 Norwegian students. Results showed that perceptions of friends and classmates as socialization agents accounted for unique variances in various measures of school adjustment, when controlled for academic achievement, family financial situation, year of schooling, gender and course of study. The unique effect of peer socialization factors on variances in intentions to quit school, truancy, class absence, school alienation and improved motivation for continued education was 7.9%, 7.2%, 6.8%, 6.5% and 5.3% respectively, indicating that late adolescents' school adjustment is statistically significant, but relatively moderately associated with different aspects of peer socialization. School-obstructive regulation was the variable that accounted for most variances in school adjustment, followed by classmate support and school-supportive regulation.no_NO
dc.language.isoengno_NO
dc.publisherTaylor & Francisno_NO
dc.subjectungdomsskolenno_NO
dc.subjectsosialiseringno_NO
dc.titlePerceptions of peers as socialization agents and adjustment in upper secondary schoolno_NO
dc.typeJournal articleno_NO
dc.typePeer reviewedno_NO
dc.subject.nsiVDP::Social science: 200::Education: 280no_NO
dc.source.pagenumber159-172no_NO
dc.source.volume16no_NO
dc.source.journalEmotional and Behavioural Difficultiesno_NO
dc.source.issue2no_NO


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