The reciprocal dynamics of peer relationships and motivation: A commentary on the special issue.

Abstract

Background: Boosting student motivation is an important goal, as it fuels effective learning and collaboration in school. Motivation develops through both personal beliefs and environmental influences. While peers make up much of students' social world, they have received less attention than teachers. Articles in this special issue explore the complex and dynamic ways peer relationships are intertwined with student motivation.

Aims: This commentary synthesizes key findings from the special issue around two themes: (1) how peer relationships and motivation influence each other, and (2) how multiple aspects of the peer context jointly shape students' motivational development.

Samples and methods: We focus on 8 articles in the special issue that were diverse in age (from primary to university) and regions of the world (e.g., China, Germany, Israel, Netherlands, United States, and Turkey). Several studies used social network approaches, while others used longitudinal, qualitative, or mixed methods designs.

Results: Findings highlight the reciprocal and contextual dynamics connecting peer relationships and motivation. Yet, there was greater agreement affirming the positive and negative influences of peers on motivation. Whereas inconsistent findings regarding how aspects of academic motivation drive the formation of peer groups warrant future investigation.

Conclusions: By centring on motivation, this special issue extends research on peer relationships in school. Broadly, there is a continued need to match distinct definitions and measures of peer relationships to specific aspects of motivation, while considering the potential for bidirectional and joint influences.