Peer interaction in class: exploring students' self-regulation in relation to peer acceptance and rejection

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

Peer interaction in class: exploring students' self-regulation in relation to peer acceptance and rejection

Popis výsledku v původním jazyce

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).

Název v anglickém jazyce

Peer interaction in class: exploring students' self-regulation in relation to peer acceptance and rejection

Popis výsledku anglicky

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).

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

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

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

Název periodika

Cogent Education

ISSN

2331-186X

e-ISSN

2331-186X

Svazek periodika

11

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

12

Strana od-do

—

Kód UT WoS článku

001204974500001

EID výsledku v databázi Scopus

2-s2.0-85190794914