Peer interaction in class: exploring students' self-regulation in relation to peer acceptance and rejection
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F24%3A63581078" target="_blank" >RIV/70883521:28150/24:63581078 - isvavai.cz</a>
Result on the web
<a href="https://www.tandfonline.com/doi/epdf/10.1080/2331186X.2024.2343520?needAccess=true" target="_blank" >https://www.tandfonline.com/doi/epdf/10.1080/2331186X.2024.2343520?needAccess=true</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1080/2331186X.2024.2343520" target="_blank" >10.1080/2331186X.2024.2343520</a>
Alternative languages
Result language
angličtina
Original language name
Peer interaction in class: exploring students' self-regulation in relation to peer acceptance and rejection
Original language description
The link between peer exposure and self-regulation is likely to vary as a function of the type and quality of peer interaction. In the presented research study, the relationship between self-regulation and peer acceptance/rejection has been explored. The Means-Ends Problem Solving technique was administered in 1625 cases of lower-secondary school students. A cluster analysis suggested three distinct profiles: Thriving, Balancing, and Struggling. Students in the Thriving profile demonstrated the highest level of self-regulation and the highest social acceptance in the peer group. Students with the Struggling profile showed the lowest level of self-regulation and the lowest social acceptance levels, but their perception of own inclusion in class was rather neutral. Profiling of students’ self-regulation skills enabled an enhanced understanding of the process of self-regulation in relation to peer interaction and offered new insights into the role of students’ attitudes (especially one’s perception of own inclusion in a peer group).
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
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Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2024
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Cogent Education
ISSN
2331-186X
e-ISSN
2331-186X
Volume of the periodical
11
Issue of the periodical within the volume
1
Country of publishing house
GB - UNITED KINGDOM
Number of pages
12
Pages from-to
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UT code for WoS article
001204974500001
EID of the result in the Scopus database
2-s2.0-85190794914