Friendship, Gender, and Preadolescents' Representations of Peer Collaboration

Strough, Jo Nell; Swenson, Lisa M.; Cheng, Suling

doi:10.1353/mpq.2001.0025

Cited by 23 publications

(18 citation statements)

References 46 publications

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“…Yet it is harder to critique friends' important decisions (e.g., "I don't think you should buy that house/date this person") even when the outcome would be better had these concerns been expressed. Even when debate is vital for a successful outcome, dense social network ties among members can "bind individual team members into mutual consensus and lack of disagreement" (Balkundi & Harrison, 2006), leading to poor performance while simultaneously creating perceptions of high affiliation and agreement among teammates (Janis, 1982;Strough, Swenson, & Cheng, 2001). …”

Section: Prior Research On Collaboration Among Friendsmentioning

confidence: 99%

“…As Strough, Swenson, and Cheng (2001) point out, few studies address whether the products friends create together are superior to those of non-friends, or examine friendship and collaboration over multiple sessions. The study presented in this paper is longer in duration (six weeks) and comprises more meetings (3-4 times/week) than prior work in this area.…”

Section: Prior Research On Collaboration Among Friendsmentioning

confidence: 99%

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When is collaborating with friends a good idea? insights from design education

Maldonado

Klemmer

Pea

2009

Proceedings of the 9th International Conference on Computer Supported Collaborative Learning - CSCL'09

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Prior research is split on the relationship between prior friendship and performance. Based on our review of the literature, we highlight areas where further research is needed to achieve greater practical applicability of the results. We then present our study measures and preliminary analysis of data collected from a design studio university course. Our quantitative and qualitative probes suggest a link between teammates' prior friendship and lower performance outcomes. We also identify four group processes that may mediate the relationship between friendship and performance.

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Section: Prior Research On Collaboration Among Friendsmentioning

confidence: 99%

Section: Prior Research On Collaboration Among Friendsmentioning

confidence: 99%

When is collaborating with friends a good idea? insights from design education

Maldonado

Klemmer

Pea

2009

Proceedings of the 9th International Conference on Computer Supported Collaborative Learning - CSCL'09

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“…Vygotskian sociocultural theory predicts that collaboration leads to cognitive growth when partners arrive at a shared or intersubjective understanding of the situation (Bearison, Magzamen, & Filardo, 1986;Gauvain & Rogoff, 1989;Glassman, 1994;Hartup, 1996a;Russell, 1982;Tudge, 1992;Tudge, Winterhoff, & Hogan, 1996). Researchers have begun to address whether friendship of partners is associated with the development of a shared understanding of tasks and performance on such tasks (Azmitia & Montgomery, 1993;Strough, Berg, & Meegan, 2001;Strough & Cheng, 2000;Strough, Swenson, & Cheng, 2001). This focus on friendship comes from research indicating that having a friend is beneficial to adjustment in general (Demir & Urberg, 2004;Dunn, 2004;Hartup, 1996b;Hartup & Stevens, 1997;Ladd & Kochenderfer, 1996).…”

Section: Vygotskian Theory and Peer Collaborationmentioning

confidence: 99%

Adolescents' collaboration in the classroom: Do peer relationships or gender matter?

Swenson¹,

Strough²

2008

Psychology in the Schools

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Peer collaboration can be a useful tool in a school classroom to help students perform at their best. With whom should students be paired, though? Previous research yields inconsistent findings regarding whether the benefits of peer collaboration depend on the gender or friendship of collaborators. We paired students with a same-gender friend or a nonfriend in their classroom to examine whether friendship and specific dimensions of relationship quality were important for understanding adolescent (N = 132 high-school students) boys' and girls' performance on a scientific reasoning task. Dimensions of relationship quality were related to task performance with greater perceived conflict predicting poorer performance. Girls outperformed boys, but the difference was marginal and nonsignificant after accounting for dimensions of relationship quality. Friends' and nonfriends' performance was similar. Results are informative for educators who use collaboration as an instructional technique and for other professionals who work to support the development of effective reasoning and problem-solving skills among adolescents. C 2008 Wiley Periodicals, Inc.

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“…Recent work examining gender segregation at school indicates similar findings. Preadolescents expect to enjoy working with same‐gender partners more than other‐gender partners on a classroom collaborative project (Strough, Swenson, & Cheng, 2001b). Children and adolescents select same‐gender peers over other‐gender peers as partners for school tasks (Strough, Berg, & Meegan, 2001a; Webb, Baxter, & Thompson, 1997).…”

mentioning

confidence: 99%

Context and Age Differences in Same‐ and Other‐gender Peer Preferences

Strough

Covatto

2002

Social Development

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Age and gender differences in preferences for same-and other-gender peers as partners for working on a school project and casual interactions at home were investigated. Participants were 82 students (19 sixth-grade preadolescents; 29 eighth-grade adolescents; 34 tenth-and eleventh-grade older adolescents). Same-gender preferences were assessed via peer nominations and ratings of expected enjoyment of interacting with same-and other-gender peers. Preferences varied by context: individuals expected to enjoy same-gender peers more than other-gender peers when working on a project at school but not when interacting casually at home. Greater expected enjoyment of same-gender peers over other-gender peers was most pronounced for preadolescent boys and girls, and least pronounced for older adolescent males. Nominations of same-gender peers for home and school activities decreased with age. Results are interpreted in light of a social-contextual approach to gender segregation.

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Friendship, Gender, and Preadolescents' Representations of Peer Collaboration

Cited by 23 publications

References 46 publications

When is collaborating with friends a good idea? insights from design education

When is collaborating with friends a good idea? insights from design education

Adolescents' collaboration in the classroom: Do peer relationships or gender matter?

Context and Age Differences in Same‐ and Other‐gender Peer Preferences

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