Abstract
Research suggests friendships play an important role in adolescents' social well-being as well as affecting their academic motivation and academic performance. Still, how friendships actually affect academic outcomes is not completely understood, particularly the role of peer perceptions. The present study offers an empirical explanation for how perceptions of friends' social and academic behaviors might affect academic outcomes. Using a nationally representative sample of 8,040 tenth graders, the authors tested a meditational model examining how perceptions of friends' academic and social behaviors might affect math self-concept and math performance. Results suggest that perceptions of friends' academic behaviors relate to academic performance, but only when perceptions align with one's self-concept. Perceptions of friends' social behaviors were negatively related to math self-concept and academic performance. Tests of gender moderation suggested negligible gender differences for how perceptions of friends' social and academic behaviors related to math self-concept and math performance.
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