Article: Impact of peer networks on achievement of high school algebra students.

This project reflects the White and Nichols (1998) study that examined the sociomotivation and cognitive profiles found for classroom clique groups and for the peripherals (students who do not belong to a clique), although we focused on students placed in low- and regular-track algebra classes. Whereas the focus of the earlier project was to compare teacher perceptions of classroom peer affiliation network structures with clique group affiliations reported by students with a focus on motivational traits, this research explores these classroom clique structures and their influences on student achievement.

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