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
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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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
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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