课堂社交网络、学生与同伴相关的社交体验和归属感:有特殊教育需要学生的具体情况

IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Sofia Freire, Cláudia Roçadas, Joana Pipa, Cecília Aguiar
{"title":"课堂社交网络、学生与同伴相关的社交体验和归属感:有特殊教育需要学生的具体情况","authors":"Sofia Freire,&nbsp;Cláudia Roçadas,&nbsp;Joana Pipa,&nbsp;Cecília Aguiar","doi":"10.1002/berj.3989","DOIUrl":null,"url":null,"abstract":"<p>One main argument for inclusion refers to the social benefits that students with SEN might have from being in contact with typically developing classmates. Students' sense of belonging to the classroom is also a relevant dimension of inclusion, given its importance for positive emotional and social development and academic motivation. Yet, studies specifically focused on students with SEN show mixed results regarding their sense of belonging. While some studies have highlighted the effect of classroom social networks on peer-related social experiences, to our knowledge no study has examined its effect on the sense of belonging. Thus, the goal of the current study is to examine the associations between the structure of classroom social networks, peer-related social experiences in the classroom and the sense of belonging of students with and without SEN. The participants were 914 students (56% boys, 10% SEN, average age 12.68) attending Portuguese schools. Contrary to what was expected, although students with SEN were, on average, more rejected and less accepted by the peer group than students without SEN, they did not differ in their levels of sense of belonging. In addition, the structure of classroom social networks was associated with students' belonging in unexpected ways. Results point to the importance of creating social conditions in the classroom to facilitate positive peer interactions and relationships, and the need for teachers to pay attention to the social structure of the classroom in order to create a positive atmosphere where all students feel accepted, respected, valued and a part of the classroom.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.0000,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.3989","citationCount":"0","resultStr":"{\"title\":\"Classroom social networks, students' peer-related social experiences and sense of belonging: The specific case of students with SEN\",\"authors\":\"Sofia Freire,&nbsp;Cláudia Roçadas,&nbsp;Joana Pipa,&nbsp;Cecília Aguiar\",\"doi\":\"10.1002/berj.3989\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>One main argument for inclusion refers to the social benefits that students with SEN might have from being in contact with typically developing classmates. Students' sense of belonging to the classroom is also a relevant dimension of inclusion, given its importance for positive emotional and social development and academic motivation. Yet, studies specifically focused on students with SEN show mixed results regarding their sense of belonging. While some studies have highlighted the effect of classroom social networks on peer-related social experiences, to our knowledge no study has examined its effect on the sense of belonging. Thus, the goal of the current study is to examine the associations between the structure of classroom social networks, peer-related social experiences in the classroom and the sense of belonging of students with and without SEN. The participants were 914 students (56% boys, 10% SEN, average age 12.68) attending Portuguese schools. Contrary to what was expected, although students with SEN were, on average, more rejected and less accepted by the peer group than students without SEN, they did not differ in their levels of sense of belonging. In addition, the structure of classroom social networks was associated with students' belonging in unexpected ways. Results point to the importance of creating social conditions in the classroom to facilitate positive peer interactions and relationships, and the need for teachers to pay attention to the social structure of the classroom in order to create a positive atmosphere where all students feel accepted, respected, valued and a part of the classroom.</p>\",\"PeriodicalId\":51410,\"journal\":{\"name\":\"British Educational Research Journal\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.0000,\"publicationDate\":\"2024-02-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.3989\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"British Educational Research Journal\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1002/berj.3989\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"British Educational Research Journal","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/berj.3989","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

主张全纳的一个主要论据是,有特殊教育需要的学生与发育正常的同学接触,可 能会带来社交方面的益处。学生对班级的归属感也是全纳教育的一个相关维度,因为它对学生积极的情感和社会发展以及学习动机都很重要。然而,专门针对有特殊教育需要的学生的研究显示,他们的归属感好坏参半。虽然有些研究强调了课堂社交网络对与同伴相关的社交体验的影响,但据我们所知,还没有研究探讨过课堂社交网络对归属感的影响。因此,本研究旨在探讨课堂社交网络的结构、课堂中与同伴相关的社交体验与有和无特殊教育需要学生的归属感之间的关联。参与者为葡萄牙学校的 914 名学生(56% 为男生,10% 有特殊教育需要,平均年龄为 12.68 岁)。与预期相反的是,虽然有特殊教育需要的学生平均比没有特殊教育需要的学生更容易被同学排斥,更不容易被同学接受,但他们在归属感方面并无差异。此外,课堂社交网络的结构与学生的归属感有着意想不到的联系。研究结果表明,在课堂上创造社会条件以促进积极的同伴互动和关系非常重要,教师需要关注课堂的社会结构,以营造一种积极的氛围,让所有学生都感到自己被接纳、尊重、重视,并成为课堂的一部分。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Classroom social networks, students' peer-related social experiences and sense of belonging: The specific case of students with SEN

One main argument for inclusion refers to the social benefits that students with SEN might have from being in contact with typically developing classmates. Students' sense of belonging to the classroom is also a relevant dimension of inclusion, given its importance for positive emotional and social development and academic motivation. Yet, studies specifically focused on students with SEN show mixed results regarding their sense of belonging. While some studies have highlighted the effect of classroom social networks on peer-related social experiences, to our knowledge no study has examined its effect on the sense of belonging. Thus, the goal of the current study is to examine the associations between the structure of classroom social networks, peer-related social experiences in the classroom and the sense of belonging of students with and without SEN. The participants were 914 students (56% boys, 10% SEN, average age 12.68) attending Portuguese schools. Contrary to what was expected, although students with SEN were, on average, more rejected and less accepted by the peer group than students without SEN, they did not differ in their levels of sense of belonging. In addition, the structure of classroom social networks was associated with students' belonging in unexpected ways. Results point to the importance of creating social conditions in the classroom to facilitate positive peer interactions and relationships, and the need for teachers to pay attention to the social structure of the classroom in order to create a positive atmosphere where all students feel accepted, respected, valued and a part of the classroom.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
British Educational Research Journal
British Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.70
自引率
8.70%
发文量
71
期刊介绍: The British Educational Research Journal is an international peer reviewed medium for the publication of articles of interest to researchers in education and has rapidly become a major focal point for the publication of educational research from throughout the world. For further information on the association please visit the British Educational Research Association web site. The journal is interdisciplinary in approach, and includes reports of case studies, experiments and surveys, discussions of conceptual and methodological issues and of underlying assumptions in educational research, accounts of research in progress, and book reviews.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信