The Impact of Peer Interaction During An Academic Role Transition

Abstract

This study examines the impact of peer interaction among a group of graduate students taking Ph.D. qualifying examinations at M.I.T. As predicted, there was a positive correlation between peer interaction and examination performance, but this correlation varied across departments and achievement levels. Peer interaction was most strongly related to performance in a small department with a moderate impetus toward interaction. The interaction-performance link was strong for students with low and moderate cumulative averages but not for students with high cumulative averages; at the high cum level, the student's confidence was the best predictor of performance. These findings and other socialization research suggested a number of relevant factors which may moderate the link between peer interaction and performance in a career socialization process: (1) characteristics of the situation, (2) characteristics of the interaction, and (3) characteristics of the individual. The conclusions are that there is no unitary, constant relationship between these variables and that the task of socialization research is to further specify the conditions under which the interaction aids or hinders the performance of the recruit.