Seeing the teacher through my peers' eyes? A social network study on adolescents' teaching quality perceptions

IF 3.4 Q2 NEUROSCIENCES
Lisa Bardach , Zsofia Boda , Claudia Neuendorf , Wolfgang Wagner , Kyle Davison , Ulrich Trautwein
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引用次数: 0

Abstract

Background

Prior research has documented the pervasive influence that peers can exert on adolescents’ lives. However, knowledge on whether adolescents’ perceptions of the quality of the teacher's instruction are also prone to peer influences is lacking.

Method

This study (N = 248 German adolescents) used longitudinal social network analysis to investigate whether (a) friends become more similar in their teaching quality perceptions (influence effects) and/or whether (b) students with initially more similar perceptions of teaching quality were more likely to become friends (selection effects). We also explored whether (c) students with more positive teaching quality perceptions were better integrated socially.

Results

We did not find support for influence or selection effects. However, students who rated their teacher's instruction more positively were better integrated socially.

Conclusions

Our work adds to research on the role of peers in adolescence and enhances our understanding of peer influences on students’ perceptions of instruction.

通过同伴的眼睛看老师?关于青少年教学质量感知的社会网络研究
背景已有研究表明,同伴对青少年生活的影响无处不在。方法本研究(248 名德国青少年)采用纵向社会网络分析方法,调查(a)朋友是否在教学质量认知方面变得更加相似(影响效应),以及/或者(b)最初对教学质量认知更加相似的学生是否更有可能成为朋友(选择效应)。我们还探讨了(c)对教学质量有更积极看法的学生是否能更好地融入社会。结论我们的研究为有关青春期同伴作用的研究增添了新的内容,并加深了我们对同伴影响学生教学观念的理解。
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
CiteScore
6.30
自引率
6.10%
发文量
22
审稿时长
65 days
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