TY - JOUR
T1 - The Relation Between Popularity and Achievement. A Longitudinal Test of the Lateral Transmission of Value Hypothesis
AU - Maruyama, Geoffrey
AU - Miller, Norman
AU - Holtz, Rolf
PY - 1986/10/1
Y1 - 1986/10/1
N2 - Data from a longitudinal study of school desegregation were used to examine the relation between normative social influence processes and academic achievement in order to test theoretical models of how school desegregation produces benefit. Subjects were white, Mexican-American, and black elementary school children who were measured once prior to and twice after desegregation of their schools. For all groups, analyses using structural equation techniques showed that, contrary to the lateral transmission of values hypothesis, which views social influence processes as shaping academic achievement, "causal influence" did not flow from social acceptance to academic achievement; instead, achievement appeared to affect subsequent social acceptance.
AB - Data from a longitudinal study of school desegregation were used to examine the relation between normative social influence processes and academic achievement in order to test theoretical models of how school desegregation produces benefit. Subjects were white, Mexican-American, and black elementary school children who were measured once prior to and twice after desegregation of their schools. For all groups, analyses using structural equation techniques showed that, contrary to the lateral transmission of values hypothesis, which views social influence processes as shaping academic achievement, "causal influence" did not flow from social acceptance to academic achievement; instead, achievement appeared to affect subsequent social acceptance.
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U2 - 10.1037/0022-3514.51.4.730
DO - 10.1037/0022-3514.51.4.730
M3 - Article
C2 - 3783423
AN - SCOPUS:0022798887
SN - 0022-3514
VL - 51
SP - 730
EP - 741
JO - Journal of personality and social psychology
JF - Journal of personality and social psychology
IS - 4
ER -