Ellen R. Altermatt, Ph.D.
Affiliations: | 2001 | University of Illinois, Urbana-Champaign, Urbana-Champaign, IL |
Area:
Developmental Psychology, Social Psychology, Educational Psychology EducationGoogle:
"Ellen Altermatt"Mean distance: 17811
Parents
Sign in to add mentor| Eva M. Pomerantz | grad student | 2001 | UIUC | |
| (Peer socialization of achievement -related beliefs.) | ||||
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Publications
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| Altermatt ER. (2019) Academic Support From Peers as a Predictor of Academic Self-Efficacy Among College Students: Journal of College Student Retention: Research, Theory and Practice. 21: 21-37 |
| Altermatt ER. (2017) Grade-Level Declines in Perceived Academic Support From Peers A Moderated Mediation Analysis Journal of Early Adolescence. 37: 760-773 |
| Altermatt ER. (2017) Academic competence perceptions moderate the effects of peer support following academic success disclosures Social Development. 26: 921-936 |
| Altermatt ER. (2015) Predicting day-to-day changes in students school-related affect from daily academic experiences and social interactions Journal of Experimental Education. 83: 218-235 |
| Altermatt ER, Painter JK. (2015) I Did Well. Should I Tell? Gender Differences in Children’s Academic Success Disclosures Sex Roles |
| Altermatt ER, Ivers IE. (2011) Friends' responses to children's disclosure of an achievement-related success: An observational study Merrill-Palmer Quarterly. 57: 429-454 |
| Altermatt ER. (2011) Capitalizing on academic success: Students' interactions with friends as predictors of school adjustment Journal of Early Adolescence. 31: 174-203 |
| Altermatt ER, Broady EF. (2009) Coping with achievement-related failure: An examination of conversations between friends Merrill-Palmer Quarterly. 55: 454-487 |
| Altermatt ER. (2007) Coping with academic failure: Gender differences in students' self-reported interactions with family members and friends Journal of Early Adolescence. 27: 479-508 |
| Altermatt ER, Kenney-Benson G. (2006) Friends' influence on school adjustment: A review of three perspectives Trends in Educational Psychology. 137-153 |