Trends in neuroscience and education · 2024
Seeing the teacher through my peers' eyes? A social network study on adolescents' teaching quality perceptions.
СтатьяПоддержка исследования: вне правительства СШАНазвание и аннотация: Перевод в очереди
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Bardach Lisa, Boda Zsofia, Neuendorf Claudia, Wagner Wolfgang, Davison Kyle, Trautwein Ulrich
Аннотация
BACKGROUND: Prior research has documented the pervasive influence that peers can exert on adolescents' lives. However, knowledge on whether adolescents' perceptions of the quality of the teacher's instruction are also prone to peer influences is lacking.
METHOD: This study (N = 248 German adolescents) used longitudinal social network analysis to investigate whether (a) friends become more similar in their teaching quality perceptions (influence effects) and/or whether (b) students with initially more similar perceptions of teaching quality were more likely to become friends (selection effects). We also explored whether (c) students with more positive teaching quality perceptions were better integrated socially.
RESULTS: We did not find support for influence or selection effects. However, students who rated their teacher's instruction more positively were better integrated socially.
CONCLUSIONS: Our work adds to research on the role of peers in adolescence and enhances our understanding of peer influences on students' perceptions of instruction.
METHOD: This study (N = 248 German adolescents) used longitudinal social network analysis to investigate whether (a) friends become more similar in their teaching quality perceptions (influence effects) and/or whether (b) students with initially more similar perceptions of teaching quality were more likely to become friends (selection effects). We also explored whether (c) students with more positive teaching quality perceptions were better integrated socially.
RESULTS: We did not find support for influence or selection effects. However, students who rated their teacher's instruction more positively were better integrated socially.
CONCLUSIONS: Our work adds to research on the role of peers in adolescence and enhances our understanding of peer influences on students' perceptions of instruction.