Partnerships for Learning: Peer Group Influences on Learning Outcomes

Abstract

The present study reviews the available literature concerning the ways in which peer groups (within and beyond the classroom) influence personal academic achievement for primary and secondary school students. Owing in part to the lack of literature identified, a focus is taken on contextualising the findings of the relevant studies within New Zealand educational practice guidelines. Total variation of peer group academic achievement, level of intrinsic reward gained from academic activities, cultural affiliation, group norms, peer acceptance and friend attachment are explored as possible mediating variables for the commonly observed causal (potentially non-linear) relationship between peer and personal academic performance. Suggestions for future research and suggestions for changing classroom practice including extra-curricular activities, reciprocal learning, collaborative reasoning and particularly fostering a community of learners are provided.