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

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

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

Projekt

<a href="/cs/project/GA21-16021S" target="_blank" >GA21-16021S: Kolektivita v dialogickém vyučování: Intervenční studie</a><br>

Návaznosti

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

Rok uplatnění

2022

Kód důvěrnosti údajů

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

Název periodika

Issues in Educational Research

ISSN

1837-6290

e-ISSN

—

Svazek periodika

32

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

AU - Austrálie

Počet stran výsledku

23

Strana od-do

182-204

Kód UT WoS článku

000844510200011

EID výsledku v databázi Scopus

2-s2.0-85128622757