liu.seSearch for publications in DiVA
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
The importance of near-seated peers for elementary students academic engagement and achievement
Univ Groningen, Netherlands.
Radboud Univ Nijmegen, Netherlands.
Linköping University, Department of Management and Engineering, The Institute for Analytical Sociology, IAS. Linköping University, Faculty of Arts and Sciences. Univ Groningen, Netherlands.
Univ Groningen, Netherlands.
Show others and affiliations
2018 (English)In: Journal of applied developmental psychology, ISSN 0193-3973, E-ISSN 1873-7900, Vol. 57, p. 42-52Article in journal (Refereed) Published
Abstract [en]

Although students are part of a group of classmates, they spend the majority of time during lessons with students who are seated next or close to them. Therefore, near-seated peers in elementary school classrooms might play a crucial role in students academic development. It was hypothesized that near-seated peers influence students academic engagement and achievement, especially when they are also friends. Participants were 559 fourth sixth grade students (21 classrooms; 51.9% boys; Mage = 10.65 years, range = 8-12). Longitudinal social network analysis (RSiena) showed that students academic engagement and achievement got better when friends scored better, and vice versa, regardless of their physical position in the classroom. In contrast, near-seated peers who were not befriended got more diverse scores over time. These results imply that teachers should consider students friendships and academic engagement and achievement in designing seating arrangements. Moreover, it is recommended to actively monitor ongoing peer influence processes.

Place, publisher, year, edition, pages
ELSEVIER SCIENCE INC , 2018. Vol. 57, p. 42-52
Keywords [en]
Academic engagement; Academic achievement; Seating arrangements; Near-seated peers; Social networks
National Category
Psychology (excluding Applied Psychology)
Identifiers
URN: urn:nbn:se:liu:diva-151215DOI: 10.1016/j.appdev.2018.04.004ISI: 000442704200004OAI: oai:DiVA.org:liu-151215DiVA, id: diva2:1248024
Available from: 2018-09-13 Created: 2018-09-13 Last updated: 2018-09-13

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full text

Search in DiVA

By author/editor
Steglich, Christian
By organisation
The Institute for Analytical Sociology, IASFaculty of Arts and Sciences
In the same journal
Journal of applied developmental psychology
Psychology (excluding Applied Psychology)

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 63 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf