Associations of Early Adolescents’ Best Friendships, Peer Groups, and Coolness With Overt and Relational Aggression

Wang, Joy Huanhuan; Kiefer, Sarah M.; Smith, Nicholas David W.; Huang, Liang; Gilfix, Hannah L.; Brennan, Erin

doi:10.1177/0272431619874400

Cited by 4 publications

(4 citation statements)

References 77 publications

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“…None of these covariates was significant, indicating that participants’ behavior in the task did not depend on their own social status, or smartness nominations. Contrary to what previous studies suggested (Shi & Xie, 2012; Sijtsema & Lindenberg, 2018; Wang et al, 2020), learner social status or perceived achievement did not affect their social information use (Table 3, Model 4). Additionally, including these covariates led to a poorer model fit (higher BIC compared to Model 3).…”

Section: Resultscontrasting

confidence: 99%

“…Next to the main hypotheses, we conducted an exploratory analysis on whether participants’ own social status and perceived academic achievement influenced their social learning behavior. Since our study was not explicitly designed to address this question, we did not formulate any specific hypothesis for this analysis (but see Sijtsema & Lindenberg, 2018; Wang et al, 2020 for examples of how own social status can be related to social influence). We show that consideration of social relationships in the classroom opens fruitful ways forward in developing novel and potentially more effective forms of peer learning.…”

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confidence: 99%

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Network distance and centrality shape social learning in the classroom.

Gradassi¹,

Slagter²,

Pinho³

et al. 2023

School Psychology

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Social learning can help individuals to efficiently acquire knowledge and skills. In the classroom, social learning often takes place in structured settings in which peers help, support, and tutor each other. Several protocols have been developed to make peer-assisted learning (PAL) more efficient. However, little attention has been devoted to how the transfer of knowledge is shaped by the social relationship between peers, and their relative positions in the social network. To address this gap, we combined social network analysis with an experimental social learning task, in which pupils (N = 135; aged 11-19) could use social information from their peers to improve their performance. We show that pupils' tendencies to use social information substantially decrease with the peer's distance in the social network. This effect is mediated by subjective closeness: pupils report feeling much closer to their friends than to their non-friends, and closeness strongly enhances social learning. Our results further show that, above and beyond these effects of network distance, social information use increases with the peer's social status (network centrality) and perceived smartness. Our results provide empirical evidence in a naturalistic setting for the role of specific network attributes in shaping pupils' willingness to learn from their peers. These findings illustrate the value of a social network approach for understanding knowledge transfer in the classroom and can be used to structure more effective peer learning. Impact and ImplicationsThis study shows how social network analyses can help teachers and practitioners boost learning outcomes. Social network data can inform matching of pupils for peer learning, and can help cultivating social cohesion in the classroom. Collecting social network data is a fast and cheap procedure, and may be easily incorporated in existing protocols aimed at promoting peer learning, knowledge transfer and positive school culture.

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Section: Resultscontrasting

confidence: 99%

mentioning

confidence: 99%

Network distance and centrality shape social learning in the classroom.

Gradassi¹,

Slagter²,

Pinho³

et al. 2023

School Psychology

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“…In educational institutions, learning outcomes are an essential indicator to measure the success of the teaching and learning process (Kashi, 2019;Wang, 2020). Learning outcomes can be said to be maximal if they can provide changes both in knowledge and behavior as a result of interactions (Aikina et al, 2020;Hong, 2021), which are expressed in symbols (Aikina et al, 2020; ?…”

Section: Introductionmentioning

confidence: 99%

The relationship between peer association and interest in learning against student learning outcomes

Nurqotimah,

Setiawan,

Anwar

et al. 2022

ajst

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This study is motivated by low student learning outcomes in learning mathematics. This study aimed to determine whether there is a relationship between peers and learning interests in student learning outcomes in mathematics. This study uses a descriptive method with a quantitative approach. The population in this study was 25 students from class VIIa and 30 students from class VIIb, while the sample in this study was 30 students from that class selected by a simple random sampling technique. This type of research is quantitative descriptive research. The data collection instruments used in this study were observations, interviews, response questionnaires from students to determine the effect of peer relations and student interest in learning outcomes, and documentation. The data collected were then analyzed using multiple correlations. The results showed that: (1) There was a significant relationship between peer association and learning outcomes in mathematics using Pearson correlation analysis. (2-tailed) variable X1 is 0.004 < Sig. variable Y of 0.005; (2) There is a significant relationship between learning interest and learning outcomes in mathematics with Pearson correlation analysis. The count value of the X2 variable is 0.471 >, the average value of the variable Y is 0.361, and the value of Sig. (2-tailed) variable X 2 is 0.009 < Sig. variable Y of 0.005; (3) There is a significant relationship between peer association and learning interest in student learning outcomes with simultaneous test results (F) obtained an F-count of 4.965 > F-table 3.34 and a significance value (Sig.) 0.15 < Probability value of 0.05.

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“…Moreover, when aggression is normative, students may pay more attention to aggressive acts, which distracts them from learning and makes them attach less value to doing well academically (Thomas et al, 2011 ). A few studies found that aggressive descriptive norms related to lower academic involvement (Wang et al, 2019 ) and that aggressive popularity norms related to lower academic achievement (Dijkstra & Gest, 2015 ). Thus, aggressive descriptive and popularity norms may decrease feelings of belongingness and reduce social, general, and academic self-esteem.…”

Section: Introductionmentioning

confidence: 99%

The Role of Aggressive Peer Norms in Elementary School Children’s Perceptions of Classroom Peer Climate and School Adjustment

Laninga‐Wijnen

Berg

Mainhard

et al. 2021

J Youth Adolescence

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Although prior research has indicated that peer norms for aggression enhance the spread of aggression in classrooms, it is unclear to date how these norms relate to students’ classroom climate perceptions and school adjustment. Aggressive descriptive norms reflect the average aggression of all students in classrooms, whereas aggressive popularity norms represent the extent to which aggressive behavior relates to popularity among peers. This study examined the role of aggressive descriptive and popularity norms in the classroom climate perceptions (cooperation, conflict, cohesion, isolation) and school adjustment (feelings of belonging; social, academic, and general self-esteem) of popular, well-liked, and victimized children. Self-reported and peer-nominated data were obtained from 1511 children (Mage = 10.60 years, SD = 0.50; 47.2% girls) from 58 fifth-grade classrooms. The results indicated that aggressive descriptive and popularity norms both matter in elementary school, but in diverging ways. Specifically, aggressive descriptive norms—rather than popularity norms—contributed to negative classroom climate perceptions irrespective of students’ social position. In addition, whereas descriptive norms contributed to between-classroom variations in some aspects of school adjustment, aggressive popularity norms related to increased school maladjustment for popular and victimized children specifically. Thus, aggressive descriptive norms and popularity norms matter in complementary ways for children’s classroom climate perceptions and adjustment in elementary education.

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Associations of Early Adolescents’ Best Friendships, Peer Groups, and Coolness With Overt and Relational Aggression

Cited by 4 publications

References 77 publications

Network distance and centrality shape social learning in the classroom.

Network distance and centrality shape social learning in the classroom.

The relationship between peer association and interest in learning against student learning outcomes

The Role of Aggressive Peer Norms in Elementary School Children’s Perceptions of Classroom Peer Climate and School Adjustment

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