PEER RELATIONS AND SCHOOL ADJUSTMENT IN UNGRADED PRIMARY CHILDREN

Researchers have reported a significant relationship between peer rela tions and school adjustment in same-age classrooms, but little is know n about the contribution of peer relations to school adjustment in mix ed-age classrooms. The present study investigated the contributions of peer acceptance, friendship, social status, and age relative to mixed -age classmates to children's attitudes toward school and to achieveme nt in ungraded primary. Children's altitudes toward school were positi vely related to composite achievement scores. Achievement was predicte d from demographic variables, children's attitudes, peer acceptance, a nd friendship status. With the effects of gender and race controlled, differences in school adjustment were related to both children's socia l status and whether they had friends.