课堂上受欢迎程度与同龄人关系:一项前瞻性研究

IF 1.7 3区 心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Ignacio Ramos-Vidal
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引用次数: 13

摘要

本文深入分析了同学之间的受欢迎网络,以及这种现象与课堂内发生的不同类型的关系(即积极的、中性的和消极的)之间的联系。我们使用社会网络分析(SNA)来识别课堂上的互动环境。在墨西哥城郊区的两所中学的20个教室中,对不同类型的关系进行了评估。研究数据由660名学生提供(67%为女生;33%的男孩)。计算了正面、中性、负面和人气网络的凝聚力措施。聚类分析显示了基于我们称之为“中性对称”和“正不对称”的网络结构特性的两种概况。第一组表现出相对于性别的低同质性,积极和中性关系的优势,以及显著水平的消极联系。第二种情况是根据性别、高同质性和积极关系中的高凝聚力呈现异质分布。回归分析表明,每班学生人数与正网络密度负相关,与负网络密度正相关。同时对多个网络的比较表明,受欢迎程度与沉浸在积极的关系中有关。相比之下,数据表明受欢迎和沉浸在负面关系中是不相容的。讨论这些发现是为了改善学校生活和公共教育政策。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Popularidad y relaciones entre iguales en el aula: un estudio prospectivo

This paper analyzes in depth the network of popularity among classmates and the connections that this phenomenon maintains with different kinds of relationships (i.e., positive, neutral, and negative) that take place within the classroom. We use Social Network Analysis (SNA) to identify interaction contexts in the classroom. Different kinds of relationships in 20 classrooms from two secondary schools located in the suburban area of Mexico City were assessed. The research data was provided by 660 students (67% girls; 33% boys). Cohesion measures were calculated for positive, neutral, negative, and popularity networks. Cluster analysis shows two profiles based on structural properties of the networks that we have called “Neutral Symmetric” and “Positive Asymmetric”. The first one presents low homophily relative to sex, predominance of positive and neutral relationships, and a significant level of negative links. The second profile presents a heterogeneous distribution according to sex, high homophily and high rates of cohesion in positive relationships. Regression analysis shows that the number of students per class is negatively related to the positive network density, and positively related to the negative network density. The simultaneous comparison of multiple networks shows that popularity is associated with being immersed in positive relationships. By contrast, the data suggest certain incompatibility between being popular and being immersed in negative relationships. The findings are discussed in order to improve school life and public policies in education.

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来源期刊
CiteScore
3.50
自引率
0.00%
发文量
13
审稿时长
29 weeks
期刊介绍: La Revista Psicología Educativa es una revista científico-profesional española, de carácter multidisciplinar, que promueve tanto la aportación teórica como la investigación experimental y profesional del psicólogo y profesiones afines en el ámbito educativo. Su objetivo es compartir temas de común interés en procesos cognitivos, afectivos y culturales en la adquisición de conocimiento, como en áreas de intervención e innovación educativa. Por ello invita a investigadores relacionados con el ámbito educativo (psicólogos, antropólogos, sociólogos, tecnólogos educativos, TCs) a educadores y orientadores en diversos ámbitos, a psicólogos educativos, a evaluadores, a técnicos de computación y tecnologías de la información aplicadas a la educación a enviar sus trabajos a esta revista. Psicología Educativa acepta manuscritos inéditos y originales de interés para los psicólogos y que sean una contribución al conocimiento correspondiente al ámbito de la Psicología de la Educación. Psicología Educativa publica principalmente en castellano, pero admite contribuciones originales en inglés. Revista Psicología Educativa publica principalmente en castellano, pero admite igualmente contribuciones originales en inglés. La revista admite originales libres y también puede solicitar trabajos específicos a autores relevantes. Los manuscritos originales recibidos en castellano o inglés serán sometidos al proceso de revisión externa por expertos, anónima por pares doble ciego (Peer Review). En función de las valoraciones de los expertos, el equipo directivo de la revista tomará la decisión sobre los artículos que podrán ser aceptados, rechazados o solicitadas modificaciones para la mejora de los mismos y la aceptación o rechazo definitivos. Los autores que envían su trabajo a la revista, nunca lo deben postular simultáneamente a otras publicaciones.
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