Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Self-Evaluation: Self-Enhancement and Self-Verification03:00

Self-Evaluation: Self-Enhancement and Self-Verification

5.3K
Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
5.3K
Influence of Parents and Peers on Identity01:23

Influence of Parents and Peers on Identity

126
Adolescence is a pivotal period of identity formation, during which individuals begin to answer questions central to their sense of self, such as "Who am I?" and "Who do I hope to become?" Both parents and peers play critical roles in guiding adolescents through this complex developmental phase.
Parental Influence on Identity Development
Parents serve as primary guides and managers in an adolescent's life, offering support instrumental in decision-making and personal growth....
126
Social Proof00:52

Social Proof

28.5K
Social proof is a form of persuasion based on comparison and conformity. People compare their behavior and actions to what others are doing and will change to conform to do what their peers do.
28.5K
Self-Presentation: Self-Monitoring and Self-Handicapping02:05

Self-Presentation: Self-Monitoring and Self-Handicapping

40.2K
People can go to great lengths to protect their self-image and present themselves in ways that they want others to see them. Sociologist Erving Goffman presented the idea that a person is like an actor on a stage. Calling his theory dramaturgy, Goffman believed that we use “impression management” to present ourselves to others as we hope to be perceived. Each situation is a new scene, and individuals perform different roles depending on who is present (Goffman, 1959). Think about...
40.2K
Self-Discrepancy Theory02:45

Self-Discrepancy Theory

18.4K
One influential perspective on what motivates people's behavior is detailed in Tory Higgin's self-discrepancy theory (Higgins, 1987). He proposed that people hold disagreeing internal representations of themselves that lead to different emotional states.  
18.4K
Rotter's Locus of Control01:14

Rotter's Locus of Control

426
Julian Rotter introduced the concept of locus of control, a cognitive factor that significantly influences personality development and learning. Locus of control refers to an individual's beliefs about the extent of control they have over events in their lives. According to Rotter, this belief system can be categorized into two types: internal and external locus of control.
Individuals with an internal locus of control believe that their personal efforts and decisions directly affect their...
426

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same journal

Keeping pace with the mind: Learner-regulated playback is associated with lower mind-wandering during lecture viewing.

The British journal of educational psychology·2026
Same journal

The risk and resilience factors associated with secondary traumatic stress in school personnel: A scoping review.

The British journal of educational psychology·2026
Same journal

How teacher behaviour in student-teacher dyads relates to boys' and girls' mathematics anxiety. An investigation of interpersonal profiles.

The British journal of educational psychology·2026
Same journal

Decoding reading comprehension from eye movements in narrative and expository texts: A keyword- and whole-text-level comparison.

The British journal of educational psychology·2026
Same journal

Are teachers' knowledge of dyslexia, perceived teaching ability and warmth during teaching related to Chinese students' reading development?

The British journal of educational psychology·2026
Same journal

"Just put them in a group?" Teaching cooperation in childhood: Behavioural effects of a structured, tech-supported intervention.

The British journal of educational psychology·2026
See all related articles

Related Experiment Video

Updated: Sep 8, 2025

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity
07:32

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

Published on: February 10, 2016

9.5K

Peer influence and student goal orientations: A commentary.

Kathryn R Wentzel1

  • 1Department of Human Development and Quantitative Methodology, University of Maryland, College Park, Maryland, USA.

The British Journal of Educational Psychology
|September 6, 2025
PubMed
Summary
This summary is machine-generated.

Peer relationships significantly influence academic motivation and goal-setting in students. Further research is needed to fully understand the mechanisms of this social influence on learning.

Keywords:
goal‐settingmotivationpeers

More Related Videos

Task Interruption and Resumption Paradigm for Testing the Activation and Pursuit of an Abstract Thinking Goal
06:45

Task Interruption and Resumption Paradigm for Testing the Activation and Pursuit of an Abstract Thinking Goal

Published on: April 18, 2017

6.3K
Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

8.5K

Related Experiment Videos

Last Updated: Sep 8, 2025

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity
07:32

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

Published on: February 10, 2016

9.5K
Task Interruption and Resumption Paradigm for Testing the Activation and Pursuit of an Abstract Thinking Goal
06:45

Task Interruption and Resumption Paradigm for Testing the Activation and Pursuit of an Abstract Thinking Goal

Published on: April 18, 2017

6.3K
Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

8.5K

Area of Science:

  • Educational Psychology
  • Social Psychology
  • Sociology of Education

Background:

  • Peer relationships and interactions are consistently linked to student motivation and academic engagement.
  • The mechanisms through which social influence impacts academic motivation are not well understood.
  • Understanding peer influence is crucial for developing effective educational strategies.

Purpose of the Study:

  • To examine how goals and peer contexts are defined and assessed in relation to academic motivation.
  • To explore the relationship between peer relationships and student goal-setting.
  • To investigate the role of other social contexts in explaining student goal-setting.

Main Methods:

  • Commentary organized around seven empirical papers on peer relationships and motivation.
  • Analysis of studies employing social network analysis and peer ratings.
  • Inclusion of research using single-informant assessments of peer-related characteristics.

Main Results:

  • Peer network characteristics correlate with achievement goal orientations.
  • Perceived peer support is significantly associated with self-regulated motivation and mastery goals.
  • Various methods were used to assess peer relationships and their motivational impact.

Conclusions:

  • Social contexts, particularly peer interactions, are fundamental to student motivation.
  • More research is required to elucidate the specific conditions and processes of peer influence on academic motivation.
  • Future studies should consider a broader range of social contexts influencing student goal-setting.