The Developmental Process of Peer Support Networks: The Role of Friendship

Wang, Lingfei; Liang, Lichan; Liu, Zhengguang; Yuan, Keman; Ju, Jiawen; Bian, Yufang

doi:10.3389/fpsyg.2021.615148

Cited by 7 publications

(5 citation statements)

References 91 publications

(145 reference statements)

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“…There was a very high level of peer support to students. This finding is similar to the result of the study by Wang et al (2021) wherein the peers provide a "listening ear" for those in a peer group. Peer reinforcement leads to less cognitive and behavioral concerns, better academic outcomes, more life satisfaction, and less psychological distress, such as mental health problems, in adolescents.…”

Section: Level Of Social Supportsupporting

confidence: 88%

“…In teenagers, peer reinforcement leads to more minor misbehavior concerns, better educational outcomes, more life satisfaction, and less emotional stress, like anxiety and depression. Peer reinforcement is crucial in the growth of adolescents in general (Wang et al, 2021). Moreover, peer support is an interactive learning environment, which can be characterized by students assisting classmates in learning topics, or even actual participation by learners with the same wealth and personal status.…”

Section: Social Supportmentioning

confidence: 99%

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Influence of social support to student learning and development

Baria¹,

Gomez²

2022

IJRSE

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This study aimed to determine which domain in the social support significantly influenced the learning and development of grade six students. The quantitative, non-experimental design utilizing causal effect was used in the study. The respondents were the 179 grade six students from Zone two of New Corella District in the Division of Davao del Norte who were chosen through random sampling. Mean, Pearson-r, and Linear Regression Analysis were the statistical tools used in the study. This study revealed that the social support to grade six students in terms of family, peers and nonrelative adult was very high. Also, student learning and development was very high in terms of physical health and well-being, social connectedness, social and emotional development, school experiences, and use of after school time. The correlation coefficient between variables of this study revealed very high positive significant relationship between social support and student learning and development.Nonrelative adult support revealed as the domain of social support that best predicted the student learning and development of grade six students.

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Section: Level Of Social Supportsupporting

confidence: 88%

Section: Social Supportmentioning

confidence: 99%

Influence of social support to student learning and development

Baria¹,

Gomez²

2022

IJRSE

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“…Brock and Huber [14] refer to peer support as the process in which students use their own experiences to help each other. Wang et al [15] indicate that peer support takes place when people provide knowledge, experience or practical help to each other. In an educational context, peer support often takes place without any scheduled or previously established program [16,17].…”

Section: Background 21 the Importance Of In-class Peer Supportmentioning

confidence: 99%

COVID-19 Restrictions and Its Influence on Students’ Mathematics Achievement in Spain

Miravet

Alegre

2022

Education Sciences

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COVID-19 restrictions in schools worldwide constitute an important limitation for peer support among students. The masks, the distance between tables or the established sitting order are new challenges that both students and teachers must face in Spain. The conventional strategies that took place among students prior to the COVID-19 pandemic have been altered. In this study, the mathematics achievement of high-school students prior to the COVID-19 pandemic and during the COVID-19 pandemic is examined. Quantitative and qualitative methods were used. A total of 368 students from 9th grade (ages 14 to 15) participated in this research. Statistically significant differences were reported when comparing the mathematics achievement of pre-COVID-19 and post-COVID-19 students (t = 22.21, p < 0.01). An overall negative effect size of −2.32 was reported for those students with COVID-19 restrictions. Mathematics achievement scores were 9.90% lower for the group with restrictions. No statistically significant differences were reported when analyzing results by gender or repeating condition. The qualitative information supported the quantitative findings. Alterations in peer support was identified as one of the main factors that could explain this decrease. The main conclusion of this study is that current restrictions due to COVID-19 could be producing an important decrease in students’ mathematics achievements.

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“…Whilst it could be argued this approach provides students with a more socially acceptable means of obtaining free food, there might be scope within colleges to enhance the social occasion around food in an effort to facilitate engagement with free meals. Given that peers are a crucial source of support for young people during adolescence (Wang et al, 2021), the social aspects of college meals are worthy of further exploration.…”

Section: Discussionmentioning

confidence: 99%

Food insecurity, poor dietary intake and a lack of free meal uptake amongst 16–17‐year‐old college students in the northeast of England, UK

et al. 2022

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Food insecurity in the UK has been described as a public health emergency. Although programmes exist to alleviate food insecurity for children and families, there is a lack of focus on 16-17 year olds across research, policy and practice. The current study set out to address this gap by investigating the food insecurity status and food intake of 16-17-year-olds relative to current nutritional guidelines.An online, cross-sectional survey design was utilised to collect data on self-reported food security status, food intake and access to and uptake of free college meals.Eighty-three students aged 16-17 years from two sixth form colleges based in the North East of England, UK participated. Food intake data were compared to current dietary recommendations on fruit and vegetable intake and high fat/salt/sugar foods; food intake was compared between food secure and food insecure young people. A minority of young people consumed enough fruit and vegetables to meet or exceed current 5-a-day dietary recommendations, but the majority of young people consumed two or more high fat/salt/sugar items, consumption of which was higher in food insecure young people. Additionally, despite almost half the current sample identifying as food insecure, only four young people reported being entitled to free college

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The Developmental Process of Peer Support Networks: The Role of Friendship

Cited by 7 publications

References 91 publications

Influence of social support to student learning and development

Influence of social support to student learning and development

COVID-19 Restrictions and Its Influence on Students’ Mathematics Achievement in Spain

Food insecurity, poor dietary intake and a lack of free meal uptake amongst 16–17‐year‐old college students in the northeast of England, UK

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