Overview
I have an active program of research examining peers' influence on children's school adjustment. Undergraduate students have assisted in myriad ways, including collecting and entering data, developing coding systems, coding videotaped observations, presenting findings to local, regional, and national audiences, and serving as co-authors on peer-reviewed journal articles. Please contact me if you would like to get involved!
Selected publications
Please click on link for PDF.
Altermatt, E. R., & Painter, J. K. (2016). I did well. Should I tell? Gender differences in children’s academic success disclosures. Sex Roles, 74(1), 46-61.
Altermatt, E. R. (2014). Predicting day-to-day changes in students' school-related affect from daily academic experiences and social interactions. The Journal of Experimental Education. DOI: 10.1080/00220973.2014.938855
Altermatt, E. R. (2012). Friends' influence on school adjustment: Uncovering the processes of peer influence. In A. Ryan and G. Ladd (Eds.), Peer Relationships and Adjustment at School (pp. 109-134). Charlotte, NC: Information Age Publishing.
Altermatt, E. R., & Ivers, I. (2011). Friends’ responses to children’s disclosure of an achievement-related success: An observational study. Merrill-Palmer Quarterly, 57(4), 429-454.
Altermatt, E. R. & Broady, E. F. (2009). Coping with achievement-related failure: An examination of conversations between friends. Merrill-Palmer Quarterly, 55(4), 454-487.
Altermatt, E. R., & Pomerantz, E. M. (2005). The implications of having high-achieving versus low-achieving friends: A longitudinal analysis. Social Development, 14, 61-81.
Altermatt, E. R., & Pomerantz, E. M. (2003). The development of competence-related and motivational beliefs: An investigation of similarity and influence among friends. Journal of Educational Psychology, 95, 111-123.
Altermatt, E. R., Pomerantz, E. M., Ruble, D. N., Frey, K. S., & Greulich, F. K. (2002). Predicting changes in children’s self-perceptions of academic competence: A naturalistic examination of evaluative discourse among classmates. Developmental Psychology, 38, 903-917.
Altermatt, E. R., & Painter, J. K. (2016). I did well. Should I tell? Gender differences in children’s academic success disclosures. Sex Roles, 74(1), 46-61.
Altermatt, E. R. (2014). Predicting day-to-day changes in students' school-related affect from daily academic experiences and social interactions. The Journal of Experimental Education. DOI: 10.1080/00220973.2014.938855
Altermatt, E. R. (2012). Friends' influence on school adjustment: Uncovering the processes of peer influence. In A. Ryan and G. Ladd (Eds.), Peer Relationships and Adjustment at School (pp. 109-134). Charlotte, NC: Information Age Publishing.
Altermatt, E. R., & Ivers, I. (2011). Friends’ responses to children’s disclosure of an achievement-related success: An observational study. Merrill-Palmer Quarterly, 57(4), 429-454.
Altermatt, E. R. & Broady, E. F. (2009). Coping with achievement-related failure: An examination of conversations between friends. Merrill-Palmer Quarterly, 55(4), 454-487.
Altermatt, E. R., & Pomerantz, E. M. (2005). The implications of having high-achieving versus low-achieving friends: A longitudinal analysis. Social Development, 14, 61-81.
Altermatt, E. R., & Pomerantz, E. M. (2003). The development of competence-related and motivational beliefs: An investigation of similarity and influence among friends. Journal of Educational Psychology, 95, 111-123.
Altermatt, E. R., Pomerantz, E. M., Ruble, D. N., Frey, K. S., & Greulich, F. K. (2002). Predicting changes in children’s self-perceptions of academic competence: A naturalistic examination of evaluative discourse among classmates. Developmental Psychology, 38, 903-917.
