Peer Effects and Rank Concerns in the Classroom

• 成果类型: Article; Early Access
• 署名作者: Tincani, Michela M.
• 署名单位: University of London; University College London; London School Economics & Political Science; University of London; University College London
• 刊物名称: JOURNAL OF POLITICAL ECONOMY
• ISSN/ISSBN: 0022-3808
• DOI: 10.1086/742714
• 发表日期: 2026
• 关键词: posttraumatic-stress-disorder; 2010 CHILEAN EARTHQUAKE; social interactions; academic-achievement; selection bias; self-concept; high-school; assignment; CHILDREN; IMPACT

摘要

I examine how disruptions to students' environments propagate to their classmates to understand mechanisms behind classroom peer interactions. I combine Chilean administrative and survey data with housing-damage measures from one of history's strongest earthquakes. Damage to a student's home lowered achievement and raised self-reported study effort cost. Classmates' average damage induced schools to reallocate resources toward student support and increased achievement. In contrast, dispersion in classmates' damage had heterogeneous achievement effects that schools did not appear to mitigate, pointing to peer interactions. Motivated by evidence suggesting students value classroom rank, I show that a game-of-status model of grade competition rationalizes the findings. The results suggest that, beyond production complementarities and conformity, a desire to compete could shape peer effects on learning.