Relevance of the reference group for students with low achievement: A contrasting juxtaposition of comparative and normative peer effects (dissertation abstract)

ZURBRIGGEN, Carmen

doi:10.1891/1945-8959.14.3.409

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Relevance of the reference group for students with low achievement: A contrasting juxtaposition of comparative and normative peer effects (dissertation abstract)

ZURBRIGGEN, Carmen

2015 • In Journal of Cognitive Education and Psychology, 14 (3), p. 409–410

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https://hdl.handle.net/10993/44244

DOI
10.1891/1945-8959.14.3.409

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Keywords :

classroom composition; peer influence; comparative effects; normative effects

Disciplines :

Social & behavioral sciences, psychology: Multidisciplinary, general & others

Author, co-author :

ZURBRIGGEN, Carmen ; University of Luxembourg

External co-authors :

Language :

English

Title :

Relevance of the reference group for students with low achievement: A contrasting juxtaposition of comparative and normative peer effects (dissertation abstract)

Publication date :

2015

Journal title :

Journal of Cognitive Education and Psychology

ISSN :

1945-8959

eISSN :

1810-7621

Publisher :

Springer, New York, Germany

Volume :

Issue :

Pages :

409–410

Additional URL :

http://dx.doi.org/10.1891/1945-8959.14.3.409

Available on ORBilu :

since 11 September 2020

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