Exploring Finnish fifth-grade pupils’ academic peer assistance networks

IF 2 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Scandinavian Journal of Educational Research Pub Date : 2023-10-02 DOI:10.1080/00313831.2023.2262505

Eveliina Niskala, Kati Sormunen, Tuire Palonen, Tiina Korhonen, Kai Hakkarainen

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Abstract

The study examined Finnish elementary school pupils’ academic peer assistance and its relation to their demographic backgrounds of gender and language, social networking with schoolmates, and orientation toward sociodigital participation. The participants (188 fifth graders) responded to a social networking questionnaire on schoolmate and academic peer assistance networks and a questionnaire probing pupils’ digital engagement. Our analysis indicated that pupils’ schoolmate networks were denser than the academic peer assistance networks and less homophilic concerning pupils’ language background than gender. There were no gender differences regarding academic peer assistance. We distinguished passive (n = 34), medium (n = 124), and active (n = 30) helpers, with no gender or language influence, other than homophily. The active helpers often participated in online social networking and were better connected with their peers than the passive helpers. We argue that spontaneously emerging academic peer assistance should be deliberately fostered by pedagogic support from teachers.

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探索芬兰五年级学生的学术同伴援助网络

该研究调查了芬兰小学生的学业同伴援助及其与性别和语言的人口背景、与同学的社交网络以及对社会数字参与的倾向的关系。参与者(188名五年级学生)回答了一份关于同学和学术同伴援助网络的社交网络问卷，以及一份调查学生数字参与的问卷。我们的分析表明，学生的同学网络比学术同伴援助网络更密集，学生的语言背景比性别更同性化。在学业同伴协助方面没有性别差异。我们区分了被动(n = 34)、中等(n = 124)和主动(n = 30)帮助者，除了同质性外，没有性别或语言的影响。主动帮助者经常参与在线社交网络，与被动帮助者相比，他们与同龄人的联系更好。我们认为，自发出现的学术同伴援助应该通过教师的教学支持来有意识地培养。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Scandinavian Journal of Educational Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.40

自引率

5.30%

发文量

期刊介绍： The Scandinavian Journal of Educational Research is an international refereed research journal focusing on central ideas and themes in educational thinking and research. The journal welcomes reports on philosophical, historical, comparative, experimental and survey studies and has no preferences - except quality - concerning the authors" choices of methodological perspectives. The journal reflects ongoing educational research in the nordic countries. It also encourages scholarly discussions on vital concepts, new issues and themes of importance for education in the future.