初中课堂实践与同伴社会地位

IF 1.7 3区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

School Psychology International Pub Date : 2022-09-01 DOI:10.1177/01430343221122408

Maria Rosaria Di Stasio, R. Savage

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引用次数: 0

摘要

摘要本研究旨在探讨初中生课堂实践与个人社会地位之关系。一项对38个班级678名7年级和8年级学生的嵌套设计表明，课堂实践与同伴社会地位有关。教学质量高的教室与学生被拒绝的可能性降低有关。相比之下，在氛围和学生参与度方面得分较高的教室，学生被拒绝和受欢迎的可能性更高。学生对课堂的看法表明，社会比较与学生被拒绝和受欢迎的可能性增加有关，而竞争与学生受欢迎的可能性增加有关。通过提高教师对教学实践与学生在同伴中的社会地位之间的交集的认识，研究结果为针对课堂同伴生态的干预方案提供了信息。

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Classroom practices and peer social status in junior high school

This study investigates the association between classroom practices and individual social status outcomes in junior high. A nested design using 678 grade 7 and 8 students in 38 classrooms showed that classroom practices are associated with peer social status. Classrooms rated high on instruction were associated with a decreased probability of students with rejected status. In contrast, classrooms rated high on atmosphere and student engagement were associated with an increased probability of students with rejected and popular status. Student perceptions of classrooms revealed that social comparison was associated with an increased probability of students with both rejected and popular status, while competition was associated with an increased probability of students with popular status. Results inform intervention programs that target the peer ecology of the classroom by raising teachers’ awareness of the intersection between pedagogical practices and student social status among peers.

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来源期刊

School Psychology International PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.90

自引率

8.70%

发文量

期刊介绍： The official publication of the ISPA. School Psychology International highlights the concerns of those who provide quality mental health, educational, therapeutic and support services to schools and their communities throughout the world. The Journal publishes a wide range of original empirical research, cross-cultural replications of promising procedures and descriptions of technology transfer