Abstract
Researchers have reported a significant relationship between peer relations and school adjustment in same-age classrooms, but little is known about the contribution of peer relations to school adjustment in mixed-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 achievement in ungraded primary. Children's attitudes toward school were positively related to composite achievement scores. Achievement was predicted from demographic variables, children's attitudes, peer acceptance, and friendship status. With the effects of gender and race controlled, differences in school adjustment were related to both children's social status and whether they had friends.
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