No Evidence for Social Selection and Peer Influence on Grades and Literacy Among Early Adolescents Through Friendship Ties
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F25%3A00144224" target="_blank" >RIV/00216224:14210/25:00144224 - isvavai.cz</a>
Výsledek na webu
<a href="https://doi.org/10.1177/02724316241271424" target="_blank" >https://doi.org/10.1177/02724316241271424</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1177/02724316241271424" target="_blank" >10.1177/02724316241271424</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
No Evidence for Social Selection and Peer Influence on Grades and Literacy Among Early Adolescents Through Friendship Ties
Popis výsledku v původním jazyce
Friends in early adolescence play a significant role in students' lives, potentially influencing their academic performance. A multi-group stochastic actor-oriented model was employed to examine the effects of social selection and peer influence through friendship ties on Czech language grades and reading literacy among lower-secondary students, controlling for students' SES, gender, and network structure. The sample comprised 276 sixth-grade students across twelve classrooms, measured at two time points with an interval of seven months. No evidence of selection or influence in terms of grades and literacy was found. However, effects of gender and SES assortativity were observed. The findings are discussed in relation to potential publication bias in the existing literature, and implications for future research are outlined.
Název v anglickém jazyce
No Evidence for Social Selection and Peer Influence on Grades and Literacy Among Early Adolescents Through Friendship Ties
Popis výsledku anglicky
Friends in early adolescence play a significant role in students' lives, potentially influencing their academic performance. A multi-group stochastic actor-oriented model was employed to examine the effects of social selection and peer influence through friendship ties on Czech language grades and reading literacy among lower-secondary students, controlling for students' SES, gender, and network structure. The sample comprised 276 sixth-grade students across twelve classrooms, measured at two time points with an interval of seven months. No evidence of selection or influence in terms of grades and literacy was found. However, effects of gender and SES assortativity were observed. The findings are discussed in relation to potential publication bias in the existing literature, and implications for future research are outlined.
Klasifikace
Druh
J<sub>imp</sub> - Článek v periodiku v databázi Web of Science
CEP obor
—
OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
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)
Ostatní
Rok uplatnění
2025
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
The Journal of Early Adolescence
ISSN
0272-4316
e-ISSN
1552-5449
Svazek periodika
45
Číslo periodika v rámci svazku
5
Stát vydavatele periodika
GB - Spojené království Velké Británie a Severního Irska
Počet stran výsledku
16
Strana od-do
651-666
Kód UT WoS článku
001283141500001
EID výsledku v databázi Scopus
2-s2.0-105001089361