The importance of near-seated peers for elementary students' academic engagement and achievement

被引：37

作者：

Gremmen, Mariola C. ^{[1
]}

Van den Berg, Yvonne H. M. ^{[2
]}

Steglich, Christian ^{[1
,3
]}

Veenstra, Rene ^{[1
]}

Dijkstra, Jan Kornelis ^{[1
]}

机构：

[1] Univ Groningen, Interuniv Ctr Social Sci Theory & Methodol ICS, Grote Rozenstr 31, NL-9712 TG Groningen, Netherlands

[2] Radboud Univ Nijmegen, Behav Sci Inst, Montessorilaan 3, NL-6500 HE Nijmegen, Netherlands

[3] Linkoping Univ, Inst Analyt Sociol, Linkoping, Sweden

来源：

JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY | 2018年 / 57卷

关键词：

Academic engagement; Academic achievement; Seating arrangements; Near-seated peers; Social networks; CLASSROOM SEATING ARRANGEMENTS; NETWORK-BEHAVIOR DYNAMICS; ADOLESCENT FRIENDSHIPS; SOCIAL NETWORKS; SCHOOL; SELECTION; MOTIVATION; TEACHERS; CONTEXT;

D O I：

10.1016/j.appdev.2018.04.004

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

Although students are part of a group of classmates, they spend the majority of time during lessons with students who are seated next or close to them. Therefore, near-seated peers in elementary school classrooms might play a crucial role in students' academic development. It was hypothesized that near-seated peers influence students' academic engagement and achievement, especially when they are also friends. Participants were 559 fourth sixth grade students (21 classrooms; 51.9% boys; Mage = 10.65 years, range = 8-12). Longitudinal social network analysis (RSiena) showed that students' academic engagement and achievement got better when friends scored better, and vice versa, regardless of their physical position in the classroom. In contrast, near-seated peers who were not befriended got more diverse scores over time. These results imply that teachers should consider students' friendships and academic engagement and achievement in designing seating arrangements. Moreover, it is recommended to actively monitor ongoing peer influence processes.

引用

页码：42 / 52

页数：11

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