TY - JOUR
T1 - "Psst ... what do you think?" the relationship between advice prestige, type of advice, and academic performance
AU - Smith, Rachel A.
AU - Peterson, Brittany L.
PY - 2007/7
Y1 - 2007/7
N2 - This study investigates the relationship between classmates seeking out a student for advice (advice prestige) and that student's academic performance. Students' conversations could inhibit or encourage their academic performance depending on the conversation's topic. Specifically, it is hypothesized that as more classmates report asking a student for general advice, then the student would perform less well. In contrast, it is hypothesized that as more classmates report asking a student for class advice, then the student would perform better. Hypotheses (n =139) were supported. Even after controlling for sex and GPA, less general-advice prestige and higher class-advice prestige relates to higher academic performance.
AB - This study investigates the relationship between classmates seeking out a student for advice (advice prestige) and that student's academic performance. Students' conversations could inhibit or encourage their academic performance depending on the conversation's topic. Specifically, it is hypothesized that as more classmates report asking a student for general advice, then the student would perform less well. In contrast, it is hypothesized that as more classmates report asking a student for class advice, then the student would perform better. Hypotheses (n =139) were supported. Even after controlling for sex and GPA, less general-advice prestige and higher class-advice prestige relates to higher academic performance.
UR - http://www.scopus.com/inward/record.url?scp=34547364628&partnerID=8YFLogxK
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U2 - 10.1080/03634520701364890
DO - 10.1080/03634520701364890
M3 - Article
AN - SCOPUS:34547364628
SN - 0363-4523
VL - 56
SP - 278
EP - 291
JO - Communication Education
JF - Communication Education
IS - 3
ER -