Peer status and classroom seating arrangements: A social relations analysis

Berg, Yvonne H. M. van den; Cillessen, Antonius H. N.

doi:10.1016/j.jecp.2014.09.007

Cited by 50 publications

(46 citation statements)

References 36 publications

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“…The present findings suggest that antibullying programs may need to start considering status‐promoting strategies to ultimately activate outsiders' defender potential. One such strategy can be derived from Van den Berg and Cillessen (), who suggest that strategical classroom seating arrangements can positively influence adolescents' social acceptance and popularity status within the classroom peer group.…”

Section: Discussionmentioning

confidence: 99%

Longitudinal Associations Between Adolescents' Bullying‐Related Indirect Defending, Outsider Behavior, and Peer‐Group Status

Pronk

Olthof

Aleva

et al. 2018

J of Research on Adolesc

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During adolescence, youth become more likely to avoid involvement in witnessed bullying and less likely to support victims. It is unknown whether-and how-these bystander behaviors (i.e., outsider behavior and indirect defending) are associated with adolescents' peer-group status (i.e., popularity and social acceptance) over time. Cross-lagged path modeling was used to examine these longitudinal associations in a sample of 313 Dutch adolescents (M = 10.3 years). The results showed that status longitudinally predicted behavior, rather than that behavior predicted status. Specifically, unpopularity predicted outsider behavior and social acceptance predicted indirect defending. These findings suggest that a positive peer-group status can trigger adolescents' provictim stance. However, adolescents may also strategically avoid involvement in witnessed bullying to keep a low social profile.

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Section: Discussionmentioning

confidence: 99%

Longitudinal Associations Between Adolescents' Bullying‐Related Indirect Defending, Outsider Behavior, and Peer‐Group Status

Pronk

Olthof

Aleva

et al. 2018

J of Research on Adolesc

View full text Add to dashboard Cite

show abstract

“…The pretest took place in the last 2 weeks before fall vacation (October 2015). Teachers were asked to complete a short paper questionnaire and to draw a map of the default seating arrangement in the class ( van den Berg & Cillessen, 2015 ). Children completed a computerized questionnaire using netbook computers during a 45- to 60-min classroom session.…”

Section: Methodsmentioning

confidence: 99%

Enhancing Social Inclusion of Children With Externalizing Problems Through Classroom Seating Arrangements: A Randomized Controlled Trial

Berg

Stoltz

2018

Journal of Emotional and Behavioral Disorders

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Inclusive education has brought new challenges for teachers, including the search for a suitable place in the classroom for children with externalizing problems. In the current study, we examined whether a careful rearrangement of the classroom seats could promote social acceptance and more prosocial behaviors for children with externalizing problems, and limit the potential negative consequences for classmates sitting next to them. The sample of this randomized controlled trial consisted of 64 classrooms with 221 fourth- to sixth-grade children selected by their teachers because of elevated levels of externalizing behavior. Results showed that over time children with externalizing behavior were better liked by their seatmates and showed fewer externalizing problems according to the teacher. This was particularly the case when students sat next to a well-liked and prosocial buddy, or when they were initially disliked. Classmates who sat next to a child with externalizing problems did not become more aggressive or less prosocial over time. Yet their social status did decrease slightly over time as a result of the rearrangement. We discuss implications and future directions for research on classroom seating arrangements to support children with externalizing problems.

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“…At the same time, such habits can be broken. In their analysis of classroom seating plans, Van den Berg and Cillessen (2015) found that seating proximity to in-group students was associated with more negative attitudes toward out-group students.…”

mentioning

confidence: 99%

The “contact hypothesis”: Critical reflections and future directions

McKeown

Dixon

2017

Social & Personality Psych

155

152

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Research on intergroup contact has grown exponentially over the past decade. Such research has typically extolled the benefits of positive interaction between members of historically divided communities, particularly on outcomes related to prejudice reduction. Emerging work in the field, however, has qualified this optimistic picture by identifying three gaps in the existing literature. First, in everyday life, contact may be construed as a negative experience that increases rather than decreases responses such as prejudice, anxiety, and avoidance. Second, in real‐life settings, contact is often circumscribed by informal practices of (re)segregation that are easily overlooked if researchers rely primarily on examining structured contact and explicit processes using primarily laboratory and questionnaire methods. Third, positive contact may have “ironic” effects on the political attitudes and behaviors of the historically disadvantaged, undermining their recognition of social injustice and decreasing their willingness to engage in collective action to challenge the status quo. Although it is now a truism that intergroup contact can reduce intergroup prejudice, these developments emphasize the importance of maintaining a critical perspective on the “contact hypothesis” as a model for promoting social change in historically divided and unequal societies. They also lay the foundations for future developments in the field.

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Peer status and classroom seating arrangements: A social relations analysis

Cited by 50 publications

References 36 publications

Longitudinal Associations Between Adolescents' Bullying‐Related Indirect Defending, Outsider Behavior, and Peer‐Group Status

Longitudinal Associations Between Adolescents' Bullying‐Related Indirect Defending, Outsider Behavior, and Peer‐Group Status

Enhancing Social Inclusion of Children With Externalizing Problems Through Classroom Seating Arrangements: A Randomized Controlled Trial

The “contact hypothesis”: Critical reflections and future directions

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