Abstract
Children's social acceptance as measured by sociometric ratings was examined in relation to their grade point averages. The sample consisted of 376 upper-middle-class, 12- to 13-year-old Zimbabwe Black and White school children and their teachers (N = 13). Multiple regression analysis indicated that, taking into account ethnicity, sex, family size, and number of languages spoken, social acceptance measures accounted for a significant proportion of the variance in the children's academic achievement. Within social acceptance measures, the children's actual rather than perceived social acceptance explained a greater proportion of the variance in their academic achievement.
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