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A social network perspective on formation of peer relationships in Czech lower-secondary classrooms

The result's identifiers

  • Result code in IS VaVaI

    <a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F22%3A00129031" target="_blank" >RIV/00216224:14210/22:00129031 - isvavai.cz</a>

  • Result on the web

    <a href="http://www.iier.org.au/iier32/lintner.pdf" target="_blank" >http://www.iier.org.au/iier32/lintner.pdf</a>

  • DOI - Digital Object Identifier

    <a href="http://dx.doi.org/10.17632/5vzy6rykm7.1" target="_blank" >10.17632/5vzy6rykm7.1</a>

Alternative languages

  • Result language

    angličtina

  • Original language name

    A social network perspective on formation of peer relationships in Czech lower-secondary classrooms

  • Original language description

    Peer relationships in lower-secondary classrooms play a crucial part in students' academic and personal lives. This study uses social network analysis to investigate aspects influencing formation of both likeability and antipathy ties between students in Czech lower-secondary schools, with a special focus on the role on socioeconomic status. Data and research design employing exponential random graph models (ERGMs) allow researchers to explore roles of SES, gender, and several other structural network variables simultaneously. Using cross-sectional data from 435 students in 21 classrooms, this study suggests that high-SES students tend to receive more likeability ties and less antipathy ties compared to others. The overall results do not suggest a tendency of students to give preference to same-SES peers, however, SES homophily was found significant in 2 of the 21 sample classrooms. Additionally, this study confirms the effects of gender homophily, mutuality, transitivity, and preferential attachment on formation of peer relationships. The effects of SES seem to be related to the effect of mutuality, with networks with high mutuality effect not influenced by the effects of SES.

  • Czech name

  • Czech description

Classification

  • Type

    J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database

  • CEP classification

  • OECD FORD branch

    50301 - Education, general; including training, pedagogy, didactics [and education systems]

Result continuities

  • Project

    <a href="/en/project/GA21-16021S" target="_blank" >GA21-16021S: Collectivity in Dialogic Teaching: An Intervention Study</a><br>

  • Continuities

    P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Others

  • Publication year

    2022

  • Confidentiality

    S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Data specific for result type

  • Name of the periodical

    Issues in Educational Research

  • ISSN

    1837-6290

  • e-ISSN

  • Volume of the periodical

    32

  • Issue of the periodical within the volume

    1

  • Country of publishing house

    AU - AUSTRALIA

  • Number of pages

    23

  • Pages from-to

    182-204

  • UT code for WoS article

    000844510200011

  • EID of the result in the Scopus database

    2-s2.0-85128622757