While research in same-age classrooms has found a significant relationship between peer relations and school adjustment, little is known about the contribution peer relations makes to school adjustment in the mixed-age classroom. The purpose of the present study was to investigate the contributions that peer acceptance, social status, social behavior, and age relative to classmates make to children's attitudes toward school and their achievement in mixed-age (ungraded) primary classrooms. Children's attitudes toward reading, math, and science were positively related to reading, math, and science achievement scores. Children's achievement could be predicted from children's attitudes toward school and peer relations variables. In addition, differences within social status classifications were related to attitudes toward school and to achievement in school.
","abstract_html":"<p>While research in same-age classrooms has found a significant relationship between peer relations and school adjustment, little is known about the contribution peer relations makes to school adjustment in the mixed-age classroom. The purpose of the present study was to investigate the contributions that peer acceptance, social status, social behavior, and age relative to classmates make to children's attitudes toward school and their achievement in mixed-age (ungraded) primary classrooms. Children's attitudes toward reading, math, and science were positively related to reading, math, and science achievement scores. Children's achievement could be predicted from children's attitudes toward school and peer relations variables. In addition, differences within social status classifications were related to attitudes toward school and to achievement in school.</p>","abstract_has_math":false,"creators":["Diehl, Daniel"],"institution":null,"degree_name":"Master of Arts","degree_level":null,"degree_discipline":"Department of Psychology","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1996,"date_issued":"1996-08-01T07:00:00Z","date_published":"1996-08-01T07:00:00Z","updated_at":"2026-07-24T06:07:54Z","subjects":["Education","Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.wku.edu/theses/905","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Diehl, Daniel"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Psychology"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education","Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.wku.edu/theses/905"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["While research in same-age classrooms has found a significant relationship between peer relations and school adjustment, little is known about the contribution peer relations makes to school adjustment in the mixed-age classroom. The purpose of the present study was to investigate the contributions that peer acceptance, social status, social behavior, and age relative to classmates make to children's attitudes toward school and their achievement in mixed-age (ungraded) primary classrooms. Children's attitudes toward reading, math, and science were positively related to reading, math, and science achievement scores. Children's achievement could be predicted from children's attitudes toward school and peer relations variables. In addition, differences within social status classifications were related to attitudes toward school and to achievement in school.
"]},{"key":"dc:title","label":"Title","values":["The Contribution of Children's Peer Relations to Adjustment in An Ungraded Primary Program"]}]}],"canonical_facts":{"dc:creator":["Diehl, Daniel"],"dc:description.abstract":["While research in same-age classrooms has found a significant relationship between peer relations and school adjustment, little is known about the contribution peer relations makes to school adjustment in the mixed-age classroom. The purpose of the present study was to investigate the contributions that peer acceptance, social status, social behavior, and age relative to classmates make to children's attitudes toward school and their achievement in mixed-age (ungraded) primary classrooms. Children's attitudes toward reading, math, and science were positively related to reading, math, and science achievement scores. Children's achievement could be predicted from children's attitudes toward school and peer relations variables. In addition, differences within social status classifications were related to attitudes toward school and to achievement in school.
"],"dc:identifier":["https://digitalcommons.wku.edu/theses/905"],"dc:subject":["Education","Psychology"],"dc:title":["The Contribution of Children's Peer Relations to Adjustment in An Ungraded Primary Program"],"dc:type":["Thesis"],"thesis:degree_discipline":["Department of Psychology"],"thesis:degree_name":["Master of Arts"]},"updated_at":"2026-07-24T06:07:54Z"}