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Classroom Behaviour and Peer Influence

  • Julian G. Elliott
  • Neil R. Hufton
  • Wayne Willis
  • Leonid Illushin
Chapter

Abstract

Theories of achievement motivation have traditionally focused upon the self although, as Schunk (2000) points out, self-processes are influenced by the individual’s observations of models and by collective achievements. The past decade has not neglected such factors entirely, however, and an increasing number of motivation researchers are beginning to examine the role of social goals in achievement striving (Urdan and Maehr, 1995; Wentzel, 1996, 1999; Juvonen and Nishina, 1997; Ryan, 2000; Ryan et al., 2004).

Keywords

Good Grade Academic Engagement Classroom Behaviour Educational Performance Peer Influence 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Julian G. Elliott, Neil R. Hufton, Wayne Willis and Leonid Illushin 2005

Authors and Affiliations

  • Julian G. Elliott
  • Neil R. Hufton
  • Wayne Willis
  • Leonid Illushin

There are no affiliations available

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