学校班级中青少年的同伴和价值偏好:社会网络和纵向方法

IF 2.7 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL
Jan Cieciuch, Maria Kwiatkowska, Martin Kindschi, Eldad Davidov, René Algesheimer
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引用次数: 0

摘要

我们的研究有两个目的:(1) 探讨价值偏好对学校班级同伴关系的作用(选择效应);(2) 探讨在三种类型的网络(友谊、建议和信任)中,同伴的价值观对青少年价值观的作用(影响或社会化效应)。为了回答这些问题,我们采用纵向社会网络法对波兰 34 个中学班级的 903 名青少年(57% 为女生)进行了研究。学生们在进入中学后开始参与研究,并接受了两年半的跟踪调查。在此期间的六个测量时间点收集了小组数据。价值观根据施瓦茨提出的价值观理论进行概念化,并通过肖像价值观问卷进行测量。网络数据的收集采用名册设计。学生们被要求评估他们友谊的强度,以及他们在过去两周内向同伴请教学校或家庭作业问题或谈论对他们重要的事情的频率。我们发现,选择效应和社会化效应都得到了实证支持,尤其是在保护价值观(保护和自我增值)方面。选择效应在建议和信任网络中最为明显,而社会化效应在友谊和信任网络中尤为普遍。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Peers and value preferences among adolescents in school classes: a social network and longitudinal approach

The aim of our study was twofold: (1) to explore the role of value preferences on peer relations in school classes (selection effect) and (2) to explore the role of peers’ values on adolescents’ values (influence or socialization effect) in three types of networks (friendship, advice, and trust). To answer these questions, we used a longitudinal social network approach in a study of N = 903 adolescents (57% girls) from 34 secondary school classes in Poland. Pupils began participating in the study when they joined their secondary school and were followed over two and a half years. Panel data were collected at six measurement time points during this period. Values were conceptualized according to the values theory proposed by Schwartz and measured by the Portrait Value Questionnaire. The collection of network data followed a roster design. Pupils were asked to evaluate the strength of their friendships, as well as the frequency with which they approached peers to ask for advice about school or homework or to talk about things that are important to them in the last 2 weeks. We found empirical support for both selection and socialization effects, especially for protection values (Conservation and Self-enhancement). The selection effect was most evident in advice and trust networks and the socialization effect was particularly prevalent in friendship and trust networks.

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来源期刊
CiteScore
6.30
自引率
3.30%
发文量
63
期刊介绍: The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.
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