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Gonzalez-Pienda, J. A., Nunez, J. C., Gonzalez-Pumariega, S., Alvarez, L., Roces, C., & Garcia, M. (2002). A Structural Equation Model of Parental Involvement, Motivational and Aptitudinal Characteristics, and Academic Achievement. The Journal of Experimental Education, 70, 257-287. https://doi.org/10.1080/00220970209599509

has been cited by the following article:

• TITLE: The Mediating Role of Peer Pressure on the Relationship between Teachers Students Interaction and Students Academic Achievement of Wolaita Sodo University Students

  AUTHORS: Bereket Merkine Gebresilase, Wei Zhao

  KEYWORDS: Peer Pressure, Student Teacher Interaction, Academic Achievement

  JOURNAL NAME: Psychology, Vol.14 No.2, February 16, 2023

  ABSTRACT: The impact of peer pressure on the relationship between teacher-student contact and academic achievement in University of Ethiopia graduating class students was investigated in this study. Using a well-established questionnaire, 313 students were randomly recruited from four colleges and one school for a survey-based study. The CFA and SEM procedures were employed. Student-teacher interaction has a positive and significant relationship with both peer pressure and academic achievement, according to the findings. In the relationship between student-teacher interaction and academic achievement, peer pressure had a mediating function. All of the current study’s hypotheses were found to be true. The Ethiopian Ministry of Education and university officials should evaluate the display guidelines for instructors and students so that students can resist negative pressure and professionals may use proper care and emotional attachment tactics while interacting with them. In addition, university leaders and practitioners can identify important areas to consider in selecting instructors, providing life skill training, interpersonal interaction training, and managing peer pressure workshops for all students and teachers by using the model developed in this study.