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Peer Relationships and Collaborative Learning as Contexts for Academic Enablers
Abstract
In this article it is argued that peers have the potential to provide contexts for learning that can have a profound impact on the development of students' academic enablers. Based on work on social support and belongingness, ways in which being accepted by peers can motivate students to engage in learning activities and to display socially appropriate forms of behavior are discussed. Using a Vygotskian perspective, ways are described in which peer collaborative contexts can promote academic engagement as well as provide a supportive structure for the development of specific problem-solving skills. The implications for teachers and practitioners of facilitating positive peer relationships and of using social skills training programs for developing academic enablers are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... Research has shown that interactions with peers can have an impact on pupils' academic experience. For example, Wentzel and Watkins (2002) assert that collaborative problem solving encourages social interactions between pupils, which can have a positive impact on motivation and engagement with learning. Similarly, a study by Welsh et al. (2001) supported the idea of a reciprocal model, emphasizing the bi-directional relationship between social competence and academic competence. ...
... For example, Harry found that having his fellow pupils in the same physical place affords him the opportunity of discussing his school work: For Harry, the sixth-year area is not just a place for socializing, but has a functional role of providing an area where pupils can meet to discuss issues relating to their schoolwork. In this regard, the sixth-year area is evidence of a physical place where the facilitation of social interactions amongst peers is conducive to learning, and this may in turn influence academic achievement and provide pupils with a place in which they can exchange ideas and create opportunities to develop their skills (Wentzel & Watkins, 2002). Harry's example also reinforces the applicability of territoriality to explain the functioning of this place. ...
This paper investigates the relationship between the school environment and senior pupils' identity development in a secondary school in Scotland. The study used semi-structured interviews and Photovoice along with Interpretative Phenomenological Analysis, to explore senior pupils' experience of the social places within their school. The findings reveal the relationship between the places that pupils can access for social interaction and their sense of identity, and their use of territoriality to protect these specific places. The findings are considered in the context of the role of the school environment, pupils' needs and their implications for school design and planning.
... Productive social interaction is also the key to achieving effective collaboration, which is valued beyond education as a fundamental quality to succeed in work and the society [8]. In educational practices, from large-scale classroom learning to small-scale team-based learning, social interactions among students and between students and teachers play vital roles in developing students' 21st-century skills [1], nurturing their mental well-being [24], and facilitating their academic progression [17,48]. Modelling social interactions has also been one of the goals of both established research fields, such as social psychology and sociology, and emerging areas, such as learning analytics and educational technology research and development [44]. ...
... Likewise, most of the socially-disengaging students' dyadic connections in Reading were also orientated around home_homogeneous, which further indicates that the reasons behind students' declined social participation level could be related to their social strategy and the potential occurrence of friendship issues. This finding resonates with prior literature on the essential role of peer relationships in fostering collaborative learning and promoting academic engagement [48].The findings of both research questions have illustrated the additional insights SeNA may offer over SNA alone, providing empirical evidence to support the benefits of combining SNA with ENA for analysing the social aspects of education and advocating for hybrid methodologies (e.g., SENS and iSENS) [16,46]. ...
... This enabled capturing variation in how emotional support was realized across student pairs and lessons. Moreover, although peer relationships are known to play a role in students' development and learning (Cadima et al., 2022b;Wentzel et al., 2010Wentzel et al., , 2016Wentzel & Watkins, 2002), observational tools typically focus on teacher-student interactions with less emphasis on peer interactions (Slot et al., 2016). To capture the multi-layered interactions in the school context, a framework was developed to systematically observe emotional support in dyadic peer interactions: that is, when the students interacted as a pair, without the teacher's close presence. ...
... Researchers have been encouraged to target the joint effects that teachers and peers have in learning, for a richer and more complete understanding of classroom processes (e.g., Vollet et al., 2017;Wentzel et al., 2010Wentzel et al., , 2016. Wentzel and Watkins (2002) concluded that peers can have a profound impact on students' learning and development (p. 374). ...
https://urn.fi/URN:ISBN:978-951-29-9114-3
... Additionally, in the 21 st century, the trend of classroom practices has given emphasis on to think and work together on critical issues (Austin, 2000;Welch, 1998) [3,40] and shifted from individual efforts to group efforts, from independence to dependence in community (Leonard & Leonard, 2001) [26] . The growing demand of collaborative learning is not only fuelled by policy recommendations but also by acknowledging its values for improving students' academic performances (Al- [2,43,41,13,18,22,34] and higher order cognitive abilities (Dillenbourg & Schneider, 1995;Alavi, 1994;Chinn et al. 2000;Bhowmik, 2016) [12,1,8,6] . Many scholars have investigated the academic success of the students by correlating and associating collaborative learning with various other variables. ...
... By establishing association between collaborative learning, the variables also taken were social self-efficacy, leadership status, and academic performance (Dunbar et al., 2016) [13] . A body of researches affirmed maximum studies conducted in first world countries like United State of America (Alavi, 1994 [1,8,43,41,13] . Many studies on collaborative learning in developed countries were United Kingdom (Mcdonald, 2003) [28] ; Switzerland (Dillenbourg & Schneider, 1995) [12] ; Belzium (Zhu, 2012) [44] ; Malaysia (Al-rahmi et al. 2015) [2] . ...
The purpose of the present study was to explore the process on which the teacher created ecological or collaborative learning environment, how students' established relationship with peers, how quality of interactions held with peers and what kind of behavioural changes occurred in the collaborative settings. For this purpose, the researcher organised collaborative setting in a sample of 30 undergraduate education honours students studying in second semester of Gangadhar Meher University, Sambalpur, Odisha, India during the session 2019-2020. The design of the study was qualitative in nature. The data were collected though three measuring tools such as participant observation, classroom record/field notes and students' final notes drafted after discussions. In addition to that, the researcher also used vignettes and triangulation for data collection, analysis and interpretation. The findings of the present study revealed that collaborative learning intended to refine students' i) content knowledge; ii) inquiry skills; iii) critical and creative thinking; iv) accountability and responsibility to own and others learning; v) socio-cultural background as a meaningful tool for learning; vi) learning with current affairs vii) ethical and moral values and viii) sensitivity and enjoyment to learning. The arguments, counter arguments, discussions, deliberations and negotiations among and between the students enabled them to develop their self-opinions about the world. It was recommended to adopt collaborative learning at higher education levels across the country.
... The ways by which students interact with one another and social relationships with peers can impact students' academic development (Wentzel and Watkins, 2002;Buchs et al., 2009;Lee and Shute, 2010). For example, being accepted by peers can motivate students to engage in learning activities and display socially appropriate forms of behavior in group learning (Wentzel and Watkins, 2002). ...
... The ways by which students interact with one another and social relationships with peers can impact students' academic development (Wentzel and Watkins, 2002;Buchs et al., 2009;Lee and Shute, 2010). For example, being accepted by peers can motivate students to engage in learning activities and display socially appropriate forms of behavior in group learning (Wentzel and Watkins, 2002). These studies emphasize how social and academic processes coalesce to influence academic outcomes including engagement and problem solving. ...
This comparative case study features two small groups of students engaging in
collaborative dialog about social issues. Based on social constructivist theories, the two
groups were compared across three major components of the small groups system:
social dynamics, intellectual collaboration, and teacher scaffolding. Our goal was to
holistically analyze these small group processes to understand why some small groups
were highly successful while others were not, even within the same intervention and
with the same teacher. Successful groups were those in which all students were able
to access the conversational floor, many ideas were considered, students were able
to share ideas and discuss collaboratively, and students were able to raise multiple
forms of social reasoning to support and explain ideas. Change in social reasoning
essay scores prior to and after the intervention were also considered as evidence of
group success. Results show that teacher scaffolding and existing student processes
served to amplify one another reciprocally. The teacher heightened productive social
norms when they were present, which then served to encourage productive intellectual
collaboration. However, when productive group norms were not present, the teacher
took increasing control over
... Murata (2004) analyzed the important roles of learners' conscious reflection and feedback from other learners in the improvement of their presentation skills in training. Also reported was that a sense of peer support and subsequently generated emotional well-being are associated with growing motivation (Wentzel & Watkins, 2002). The presence of a partner might have increased the motivation to practice because of the feeling that "someone is learning alongside me" and "I have someone to tell something to" them (Sako, 2021), that is, the loose sense of community, which is essential for learning. ...
The revised course of study guidelines for senior high schools in Japan now features a new subject, “Logic and Expression”, designed to enhance communication skills through the formulation and elaboration of logical structures. This addition underscores a rising societal emphasis, both locally and globally, on fostering the ability to articulate thoughts logically and convincingly, anchored in critical thinking (CT). Existing research reveals a positive correlation between CT and speaking skills, crediting English debate, pair practice, and peer assessment as effective strategies. This study seeks to examine the impact of utilizing the “format” in debate instruction and implementing pair practice to augment high school students’ speaking skills and CT. Interviews were analyzed through the lens of the Modified Grounded Theory Approach to derive our core hypothesis: the instruction of debate “format” exhibits a synergistic relationship with pair practice. This research endeavors to illuminate the mechanisms through which debate “format” instruction and pair practice influence the growth of CT and speaking skills from the learners’ perspective. It underscores the value of collaborative learning in a secondary educational environment, projecting potential applications across diverse speaking instruction practices.
... in their study linked school meaningful participation to higher academic resilience and positive educational outcomes, as evidenced by higher standardized test scores and grades. The findings of this study corroborate those of a study conducted byWentzel and Watkins (2002) on 229 seventh grade students from four middle schools in a assorted, city Northern Californian School District, which found that students who had meaningful school experiences had higher academic resilience and, as a result, higher GPAs than students who had little meaning in their school experiences. However, this studies were carried out in a western nation and may not be generalizable to the Kenyan setup.Scales et al. (2006) led a longitudinal study to conclude the relevance of developmental assets in predicting academic resilience and accomplishment. ...
Turkana County is ranked as the most marginalized county in Kenya in literacy levels, access to education, unemployment levels, erratic climatic conditions, infrastructure and poverty index, health facilities, food insecurity, access to water and electricity, insecurity, land productivity and historical injustices among others. Despite the challenging situation, some students in the locality continue to persist in education, surmounting challenges and moving from one level to another in education. This study therefore, sought to determine the personal and socio-contextual factors that predict academic resilience among secondary school students in Turkana County in Kenya. To achieve this, the research set out to examine the level of academic resilience of secondary school students in Turkana County and to investigate the relationship between; personal factors and academic resilience; school factors and academic resilience; parental involvement factors and academic resilience, and; to compare the predictive value of personal, school and parental involvement factors on academic resilience.
... Although students were unable to interact in the many ways typical of face-to-face instruction, courses with group work provided an opportunity to engage in and build social relationships with peers while also completing academic work. Social relationship-building opportunities appears to be a key element of student satisfaction with their educational experience (Wentzel and Watkins 2002). Formation of friendships through a group work context during the pandemic, however, came at a cost for students. ...
The present study examines how the transition from in-person to online instruction following COVID-19 restrictions impacted group work in higher education contexts. Senior undergraduate students were surveyed regarding their perceptions and experiences with collaborative instructional methods in the Fall term preceding shutdown associated with COVID-19 and one year later when learning had shifted to online formats due to health mandates. Although students had fewer courses, they had more group work assignments during the pandemic than before. Group work experiences were rated less favorably in terms of efficiency, satisfaction, motivation, and workload demands during the pandemic versus before. However, forming friendships among group members was a salient feature associated with positive perceptions toward group work both before and during the pandemic. Anxiety was associated with negative perceptions toward group work only during the pandemic. Despite considerable comfort and familiarity with online tools, in-person contexts were rated more favorably than online contexts in terms of quality of work produced and learning. Findings reinforce the need to consider inclusion of interactive and social opportunities as important aspects of instructional design, especially in online contexts.
... Il est désormais acquis que diverses facettes de la vie sociale de l'élève jouent un rôle capital dans son parcours scolaire Gest, Graham-Bermann, & Hartup, 2001). Le degré d'acceptation par ses pairs dont jouit l'élève (Buhs & Ladd, 2001;Cilessen & Mayeux, 2004;Greco & Morris, 2005 ), le nombre et la qualité des amitiés (Bagwell, 2004;Berndt, 2004;Berndt, 2002;Wentzel, Barry, & Caldwell, 2004), le rapport à l'enseignant (Baker, 2006;Hamre & Pianta, 2005;Klem & Connell, 2004;Pianta & Stuhlman, 2004;Urdan & Schoenfelder, 2006;Wentzel & Watkins, 2002), ainsi que les compétences sociales de l'élève (Buysse, Goldman, & Skinner, 2002;Fraser et al., 2005;Miles & Stipek, 2006) comptent parmi les facettes les plus fréquemment étudiées dans ce domaine. Ces études sont réalisées pour la plupart durant la deuxième moitié du parcours primaire de l'élève, soit entre la 3 ème et la 6 ème année. ...
... In STEM education, motivation is important for encouraging students' learning and developing problem-solving skills across subject disciplines (Bereby-Meyer & Kaplan, 2005) and for fostering the intent to pursue STEM disciplines and ultimately choose future careers (Wang & Degol, 2013). Students who have higher motivation tend to have positive learning behavior such as asking questions, participating in learning activities actively, and collaborating and communicating with peers (Wentzel & Watkins, 2002). ...
Aviation is a multidisciplinary subject that has influenced human development over the last century. Learning about aviation exposes students to principles of flight, earth science, aeronautical engineering, language, aviation communication and airmanship. In higher education, many non-aviation undergraduates participate in aviation related activities to have a first glimpse of the aviation industry and equip themselves with basic concepts. This study aims to examine learning perception among 82 university students who have participated in a series of online aviation career exploration activities during the pandemic in Hong Kong and China. They participated in virtual visits and career talks led by aviation professionals, hands-on flight simulation activities and online discussion in an online lab setting. A mixed research method was employed with the use of a motivational survey, teachers’ observation and semi-structured interviews to understand students’ learning perceptions. This study found that flying laboratory activities could effectively motivate students to learn aviation and improve their aviation knowledge. This could promote students’ aviation industry optimism, which may help the industry to recover in the post-pandemic world. This article offers recommendations for online engineering educators to use emerging technologies to teach aviation for future career preparation.
... Although there has been a lot of research on the influence of peer groups on students' academic achievement, the majority of it has focused on the impact of peer pressure on academic accomplishment (e.g. Wentzel & Watkins, 2003;Cillessen & Mayeux, 2004;Antonishak, 2008) or teacher-student relationship on students' academic achievement (e.g. Fowler et al., 2008;He & Qi, 2018;Zeng et al., 2012). ...
... Lo anterior estuvo sustentado en la hipótesis de que cuando los/as niños/as trabajan juntos/as, sin la constante intervención de una persona adulta, alcanzan mayores grados de autonomía y autorregulación, pudiendo abordar ideas contrarias e incluso alcanzar acuerdos en contextos marcados por la diversidad de individuos (Whitebread et al., 2007). Variables como la motivación tienden a incrementarse, debido a la modificación de las estructuras clásicas en que discurre la experiencia pedagógica, permitiendo que los/as estudiantes asuman desafíos compartidos con sus pares y transiten, así, más allá del mero rol receptor que tradicionalmente la escuela les tiende a otorgar, lo que incide finalmente en su propio rendimiento académico (Wentzel y Watkins, 2002). ...
El presente artículo da cuenta de los resultados de la introducción de dos elementos constitutivos de la metodología de tutorías en clases regulares en el Colegio Angol (Chile), con objeto de comprobar el impacto que estos tienen en los aprendizajes. Dichos componentes, que forman parte un proyecto de innovación escolar instaurado en el establecimiento a partir del año 2017, corresponden a desafíos de aprendizaje y metacognición a través de preguntas. La experiencia buscaba confirmar la hipótesis de que ambos elementos permitirían a los/as estudiantes ser más conscientes de su proceso de aprendizaje y profundizar en el dominio de habilidades propias de cada asignatura. Tras un período de implementación de tres meses, fue posible concluir que la introducción de estas modalidades de trabajo fortaleció la autonomía de los/as estudiantes y, además, mejoró la responsabilidad que tenían frente a su desempeño escolar. Se evidenció también la inexistencia de significados compartidos por parte de los/as docentes en torno al concepto de metacognición, pese a que este sí se hallaba presente en ciertos procesos cognitivos llevados a cabo por los/as estudiantes.
... Student relationships are pertinent to one's acceptance or status in a group; especially in an educational setting, these have been understood in relation to academic achievements and learning motivation (Wentzel & Watkins, 2002). Like student-teacher bonds, student relationships with their peers are influenced by interpersonal factors such as rapport and loneliness (Kaufmann & Vallade, 2020) and need for community and connectedness (Trespalacios et al., 2021) among others. ...
The COVID-19 pandemic forced students out of their traditional classrooms into the virtual learning milieu where they had little-to-no experience. To understand how the emergency shift impacted student relationships and how they adapted to the new learning environment, we drew on the transactional distance framework. In-depth interviews with 90 undergraduate students revealed transactional distance increased because of lack or delay in communication. Teachers’ lack of technical skills, class structure, procrastination and relaxation associated with home environment impacted learning. Students suggest that staying up-to-date on daily tasks and advancing learning tools to include simulation and augmented reality can improve online learning experience.
... The results of a number of studies have shown that more than half of the pupils considered negative attitudes towards education to be their greatest obstacle to achieving better educational outcomes (Clasen & Clasen, 1995). According to Wentzel and Watkins, pupils who believed in the help and support of their peers were more likely to participate more actively in the event, try to portray prosocial behavior, and achieve better school results (Wentzel & Watkins, 2002). ...
Examining both the international literature and Serbian studies, it can be stated that mathematics is one of the most unpopular subjects among pupils. Instead, maths education should focus on developing mathematical thinking, modeling and problem solving, as these are indispensable. Innovation of the educational process is a continuous challenge for educators, as is the integration of various teaching strategies, groupwork forms and learning methods into their daily classes. Numerous international studies have confirmed the effectiveness of cooperative learning in education. The aim of this research is to examine whether pupils' attitudes towards mathematics change as a result of cooperative learning, and whether students' attitudes regarding cooperation improve. The results reveal that cooperative learning has a positive influence on pupils' cooperation skills and attitude towards mathematics.
... For the latter, being accepted by one's peers is associated with satisfaction with school, perceived academic competence, and use of socially appropriate behaviors (Gifford-Smith & Brownell, 2003). The associations between peer relations and social competence is reciprocal: Children with secure relationships tend to have a history of successful socialization experiences that have taught them to regulate their emotions effectively when faced with new challenges (Wentzel & Watkins, 2002). We separated Peer Network and Norms from Student Experiences in our model to emphasize the distinction between classroom level and individual level from the ecological point of view. ...
Research Findings: The purpose of this study was to test a theoretical measurement model representing four proposed dimensions of the classroom ecology in pre-K to third-grade classrooms. The four proposed dimensions of Classroom Composition, Peer Network and Norms, Teacher Practices, and Student Experiences were evaluated using data collected in 182 classrooms and 2,662 students in two districts spanning rural, suburban, and urban settings. Overall, the theoretical measurement model supported the multi-dimensional nature of the classroom ecology across the early primary grades, although specific characteristics and relations within the four dimensions may vary somewhat in pre-kindergarten settings compared to kindergarten through third grade. Practice or Policy: The overarching goal is to advance research that conceptualizes the classroom ecology more broadly to reflect both the academic and peer environment. The study is important for advancing understanding of salient characteristics of the classroom ecology that may foster learning and achievement.
... It is possible that if children feel emotionally secure with teachers, they can use teachers as a secure base and a resource for exploring learning opportunities in the classroom (Howes et al., 2000;Roorda et al., 2021). In a preschool classroom, teachers support children, through their relationship with them, in the processes of learning and adapting to the class context and act as mediators in peer relations (Longobardi et al., 2019;Sabol & Pianta, 2012;Wentzel & Watkins, 2002). Accordingly, a high-quality relationship with the teacher helps the child develop selfregulation skills and feel supported in cognitive tasks and promotes more positive behaviors in interactions among peers and with the teacher (Alamos & Williford, 2020;Berlin, 2021;Bosman et al., 2021;Ferreira et al., 2021). ...
According to the perspective of multiple attachments, children establish significant relationships with individuals outside their family, such as teachers and peers. The aim of this research was to observe which dimensions of attachment behaviors that preschoolers show toward their teachers are associated with greater social preference and social impact regarding peers. Research Findings: This study involved 261 children in preschool (49.0% female; age: M = 49.6 months; SD = 9.7) and their teachers. Independent observers assessed the children using the Italian version of the Attachment Q-Sort (AQS). Furthermore, peer social preference and social impact were measured using the peer nomination technique. The results indicate an association between children’s organization of attachment behaviors with teachers and social preference. In general, our data support the idea that children’s attachment behavior toward their teacher is associated with both social preference and social influence. Specifically, the types of attachment behavior that are more strongly associated with social preference and social affect are those related to avoidance, positive negotiation, and difficult negotiation with the teacher. Practice and Policy: This paper also discusses the results from a theoretical point of view along with the research limitations, directions for future investigations, and possible interventions.
... Related factors might be important in understanding students' differential responsiveness (Stichter et al., 2019). Overall, peer collaboration is promising when embedded in well-designed learning contexts (Stichter et al., 2019), and peers can play a crucial role in promoting learning and engagement (Wentzel & Watkins, 2002). However, in complex and dynamic learning interactions, negative comparisons may outweigh peers as a source of support. ...
The intertwining of peer and teacher emotional support patterns for enhancing at-risk students' multi-perspective academic competencies remains scarcely mapped. The multi-level analysis in the present study uncovers emotional support trajectories within teacher–dyad and dyadic interaction contexts among at-risk elementary students over a three-semester computer-supported intervention. A cluster analysis was conducted for all students (n = 318), where most intervention students had cumulated risks in socio-motivational and reading competencies. The time spent by 12 dyads within the two interaction contexts was analyzed from a vast amount of video data. The results suggested that simply allocating support time may be insufficient and its quality should be scrutinized. An in-depth video analysis of four dyads, illustrated with interaction excerpts and summary figures, indicated that teachers differed in their ability to calibrate their emotional support dynamically. The dyadic interactions of at-risk students were mostly on-task and neutral or positive. The intertwining of teacher–dyad and dyadic emotional support indicated that mechanisms positively contributed to enhancing multi-perspective academic competencies, although some risks were noted. Acknowledging the emotional states of others and successfully regulating one's own emotions were critical. Thus, infusing support for emotional competence and regulation strategies into both teacher and basic education is recommended.
... Therefore, learning may be defined as the result of experience on behavior (Houwer et al., 2013). It is a reflective activity in which a learner uses prior experience to analyze and assess the present, guide future behavior and develop new knowledge (Wentzel et al., 2002). Additionally, the learning is much deeper than traditional memorization process and involves learner in critical thinking process, discussion, and helps to construct new knowledge. ...
This study aims to find out the importance of classroom management in ensuring the quality of teaching-learning process in higher education in Bangladesh. Classroom management and quality teaching are vice versa in education system while classroom management comprises a wide variety of techniques and skills used by teachers to keep students organized, efficient, focused, responsive and creative during a class. On the other hand, quality teaching influences to flourish the students’ overall performance in education. Therefore, the effective classroom management in higher education is extremely important where students can learn in an environment without disruption.
... Based on the study results, it was found that the quality of peer relationships plays a significant role in students' academic motivation. Even in an online context, this finding seemed to be in line with previous studies(Amin et al., 2018;Buote et al., 2007; Willard WHartup & Stevens, 1997;Hosan & Hoglund, 2017;Razak & See, 2010;Wentzel & Watkins, 2002) who found the positive role of peer relationships on individual motivation to learn and obtain ...
The Covid-19 pandemic has caused most schools and universities in Indonesia to face a new learning situation called Pembelajaran Jarak Jauh (PJJ) or online learning. Furthermore, this situation also has an impact on first-year students who are about to enter higher education. As the pandemic gets worse, they are not able to get to know their social and academic environment face-to-face. Thus, this study aimed to find the role of online-formed peer relationships on students' academic motivation during the online learning period. Based on a sample of 118 first-year students from a university, this study found that participants had a high quality of peer relationships and academic motivation. Moreover, peer relationships significantly predict students' academic motivation. However, participants who had interacted entirely online with their friends had a significantly lower quality of peer relationships. This result suggests the importance of building good peer relationships to support students' academic motivation, especially in the pandemic.
... For example, Kashefian-Naeeini & Riazi (2011) found that marital status affected students" autonomy in that those students who were single not only obtained higher indexes of learner autonomy in comparison with married ones, but they could also get better results in self-assessment which is one of the underlying factors of autonomy. An enormous body of literature has suggested that environmental factors, such as peers, parents, and other social variables, are important determiners of students" motivation and self-regulated behavior (e.g., Harvey & Chickie-Wolfe, 2007;Wentzel & Watkins, 2002). Harvey and Chickie-Wolfe (2007), for example, point out that although independent learning is considered as resulting from individual goals and behaviors, it is essentially socially mediated. ...
This study sought to explore Indonesian tertiary EFL students’ voices on learner autonomy. Specifically, it investigated the students’ conceptualization of the concept of learner autonomy, students’ perceptions of the benefits of learner autonomy, and their perceptions of the factors that hinder and support the development of learner autonomy. The study employed a qualitative design with a case study approach and involved 30 first-year students of two institutions of higher education in Jambi province, Indonesia. The data were collected using semi-structured interviews were analyzed using a thematic analysis following the steps proposed by Braun and Clarke (2006). The results revealed that the students had a limited understanding of the concept of learner autonomy. However, they believed that they would benefit from learner autonomy in terms of timing, learning effectiveness, and learning resources. The students also identified several hindering and supporting factors related to the development of learner autonomy. Practical implications for the Indonesian context are discussed.
... These peer collaborative activities and encouragement have been found to be effective as positive reinforcement for students, which is possible only when the counterpart is in good mental health. Peers have been found to have the potential to enable the learning contexts that can profoundly impact the students' development (Wentzel and Watkins, 2002;Baig and Waheed, 2016). The collaboration among peers promotes collaboration in the academic engagements and supporting structures for the improvement of quality of education, acquiring the skills, knowledge, and values for redefining the curriculum that is necessary for achieving sustainability through public awareness for better understanding and reaching the sustainable environment (Nunkoo and Ramkissoon, 2011;Nie et al., 2020). ...
Mental health has been declared as the essential component of overall human wellbeing. However, there has been a very steep rate of depression and anxiety in students that exhibit their social and personal burdens. It has been widely accepted that the wellbeing and mental health of individuals are a mix of psychological, genetic, social, lifestyle factors, and environmental exposure. Due to the pandemic, the shift from traditional classroom learning to e-learning has also disturbed the mental health of students, which consequently affects environmental stability. The current study has also measured the effect on the mental health of e-learning behaviors (psychological motivation, peer collaboration, cognitive problem-solving, interaction with the instructor, community support, and learning management). The population of the study was the undergraduate students enrolled in the colleges of China, and they were chosen via convenient sampling. The findings of the study show that mental health has a significant positive effect on the e-learning behavior of the students and consequently affects environmental sustainability. Educational institutions are improving their e-learning programs by understanding the preferences and challenges of students regarding online learning. Educational institutions should revise their policies on online education and teaching methodologies. Furthermore, the current study has taken undergraduate students as the sample. In future studies, these relationships can be checked in higher education as well.
... With the current development where education has hugely embraced technology, collaborative learning still maintains its relevance as collaborative practices in classroom contexts frequently involve technology to enhance learners' interactive experience (So & Brush, 2008). Studies have shown that learners learn more effectively when collaborating with their peers, both in offline and online instruction settings (Pattanpichet, 2011;Reychav, 2017;Wentzel & Watkins, 2002). However, online settings which have different characteristics to that of offline ones require additional support. ...
A collaborative learning approach has been identified to lessen anxiety and allow more comprehensible inputs to be processed cognitively to result in meaningful outputs. This study specifically examines the effectiveness of the collaborative learning approach and its best fit model supplemented with several techniques to improve students’ mastery of the mental lexicon of the word association. This Classroom Action Research involved 60 college students in their senior years in Institut Teknologi Kalimantan. The data collection involved two cycles in which each cycle employed planning, implementation, analysing learning activities and learning outcome and finally reflection. To gain insight through each cycle, a cloze test and a survey were administered. Furthermore, the result was analysed qualitatively and the finding reveals a significant improvement in terms of the mental lexicon of word association repertoire especially in cycle 2. The percentage of the students meeting the criteria of success doubled at 71.67% while the students’ learning perception throughout each cycle was successfully maintained. Collaborative learning also helped most students to create a positive perception to level up their mental lexicon mastery
... Motivation plays a significant role in students' learning and transferring problem-solving skills between subject disciplines (Bereby-Meyer & Kaplan, 2005), and ultimately chooses future careers (Wang & Degol, 2013). Motivated students tend to engage in academic behaviours such as asking questions, actively participating in lesson activities and collaborating with peers (Wentzel & Watkins, 2002). ...
The COVID‐19 pandemic has triggered an unexpected digital revolution, speeding up universities' digital transformation worldwide. It has brought heavy disruptions to travel and mobility worldwide, but it drives the opportunity for hosting region‐wide or even international academic exchanges through learning programs, workshops, and conferences via an alternative online mode. This study reports on a case study of a 1‐month online aviation learning program that engaged 108 university students from Mainland China and Hong Kong during the lockdown. At first, we first recruited students in Hong Kong; however, the program registration was unsatisfactory. This could be attributed to the students' perceived future aviation career prospects and readiness of emergent remote teaching during the pandemic. In the program, we designed an alternative blended learning approach to attract students to sustain their aviation learning. First, we transformed the activities from face‐to‐face (F2F) to online settings using digital technologies including flight simulation and virtual visits in a web‐conferencing environment. Second, we extended the reach of the event and attracted a larger audience in the neighbouring regions in Mainland China. It turned out that we could successfully recruit 108 students from 20 cities. In the end, students' interviews and motivational surveys indicated that this online learning experience could effectively enhance students' knowledge and motivational gain. Since the government has relaxed the policy of homeschooling, we organised two F2F meetings for students in Hong Kong to connect them together. This blended mode of teaching favoured the students in Hong Kong who showed a greater motivation than those in Mainland China. Furthermore, follow‐up interviews for teachers revealed how they invest in new technological equipment and knowledge to support the radical changes. Overall, the virtual event eliminates geographical barriers which successfully motivate a larger audience and gain some online collaboration between universities. This article offered useful evidence for engineering educators to reflect on online informal learning, lab settings and academic exchanges, and motivate more students to revitalise aviation education and industry.
Practitioner notes
What is already known about this topic
Emergency remote teaching (ERT) caused a temporary shift of instructional delivery to an alternate online mode due to crisis circumstances. After months, educators gained rich online teaching experience and resources, and developed strategies to digitally transform teaching online.
During the COVID‐19 pandemic, many aviation educators were facing various teaching challenges due to the industry downturn and motivation problems.
Although prior research had explored the potential of hands‐on activities such as flight simulation and online learning in university settings, few studies have examined students' motivations for online aviation learning, few studies discussed how these technologies are digitally transformed to a blended learning environment.
What this paper adds
The pandemic drastically affected students' learning in almost every discipline, but in seriously affected industries such as aviation and tourism, extra efforts are needed to investigate how educators support students to sustain their learning and recover the related industries.
Motivation questionnaires and interviews were conducted to paint an initial picture of an online aviation education program across university students from Hong Kong and Mainland China.
Implications for practice and/or policy
This study shifted to examine the implications of the pandemic‐imposed online teaching strategies including flight simulation and virtual tours which could improve future university education after the pandemic.
This study showed the need of face‐to‐face blended learning mode to address university students' learning needs to connect physically with professionals and classmates.
This study understood how educators motivate university students in urban cities from Hong Kong and Mainland China to their online teaching in the aviation discipline.
... Students who believe their peers support them and care about them are more likely to participate actively in class and school activities, pursue academic and social goals more frequently, and achieve higher grades than students who do not feel such support (Wentzel & Watkins, 2002). Making students feel that someone is there and that they are not alone out of contact with others is critical to their success, especially in online learning (Stacey, 1999). ...
The COVID-19 pandemic of 2020 required strict infection prevention measures worldwide, including school closure. After school reopened, we implemented Japan’s strict COVID measures, under which close contact in pairs or groups, as well as vocalizing in unison, was proscribed, with students having to remain quiet and face the blackboard. This study’s aim is to answer the question of how students felt about learning under such extreme constraints. One of the most noticeable findings from the responses to the survey of the 2020 class was that they felt the lack of collaborative learning experiences; hence, in 2021, we implemented changes that would allow for more collaboration while still adhering to COVID prevention guidelines. Among the various collaborative learning activities in the classroom, students reported that they found value in debate activities that challenged their English language skills and critical thinking. Overall, however, students found comfort and value in a semblance of learning with their peers. It was concluded that even in a volatile and uncertain situation, such as a pandemic, it is crucial to improve environments for collaborative learning. In the future, quantitative study of the impact of collaborative learning on students’ English proficiency will be a useful follow-up study.
... Some authors reported that secondary school students missed traditional courses because they found them more motivating, fun, understandable, and socially meaningful (Niemi & Kousa, 2020;Pınar & Dönel Akgül, 2020). Indeed, schools have multiple functions in students' lives, among which are establishing social relationships (keeping company with peers, chatting, playing, having lunch and coffee together, etc.) and learning to collaborate (working together, sharing ideas, and mutually support learning; Wentzel & Watkins, 2002). Despite these functions having a substantial impact on students' well-being and learning motivation, students reported that these elements were not present enough in OSL during the pandemic (Black et al., 2021;Niemi & Kousa, 2020). ...
The COVID-19 pandemic caused abrupt and profound changes to teaching and learning. The present study seeks to understand adolescents’ experiences of the emergency adoption of online school learning (OSL) during the first national lockdown in Italy. Sixty-four students in their final two years of high school were interviewed and content analysis was performed. The findings describe students’ views of the changes related to OSL according to structural, individual and relational dimensions. Schools’ lack of organization, overwhelming demands, as well as experience of difficulties in concentration, stress and inhibited relationships with teachers and classmates were among the challenges evidenced in the transition. OSL, however, has also made it possible to experience a new flexibility and autonomy in the organization of learning. The study stresses the importance of fostering adaptation of teacher-student relationships and collaborative learning in order to improve schools’ preparedness for digital transitions in and out of emergencies.
... Several researchers have also found significant positive links between a sound set of RS and academic achievement (Wentzel & Watkins, 2002;DiPerna & Elliott, 2002). Blum and Libbey (2004) suggested that students' RS may make it easier for them to integrate into peer networks with positive academic aspirations, leading to an increased sense of belonging in the classroom and higher academic engagement. ...
This cross-sectional study examined the links of social-emotional competencies (SECs: emotional regulation, relationship skills, and planning of schoolwork) with emotional well-being (EWB) and academic engagement (behavioral and emotional) among 1085 lower secondary school students. A latent structural model was tested using Mplus. The model specified the SECs as the independent variables, EWB as the intermediate variable, and behavioral and emotional engagement as the dependent variables. In line with hypotheses, the SECs showed statistically significant links with EWB; the strongest for emotional regulation. In addition, EWB was significantly associated with both dimensions of academic engagement and planning of schoolwork was directly associated with the engagement variables. The findings support the notion that EWB is linked to academic engagement and that SECs, especially emotional regulation can promote academic engagement via EWB. Yet, skills in planning schoolwork emerged as the SECs with the greatest likely potential for promoting academic engagement among adolescent students.
... It develops attitudes and behaviours related to establishing unity, sharing and social equality, social rights and freedom through games played in peer groups (Avcı, Selçuk, & Kaynak, 2019;Szewczyk-Sokolowski, Bost, & Wainwright, 2005). Games played in peer groups are very important in establishing emotional behaviour patterns such as social behaviour patterns (Hartup, 1989), controlling emotions, empathy, and emotion regulation, especially regarding attitudes and values related to social life (Buhs & Ladd, 2001;Guralnick, Neville, Hammond, & Connor, 2007;Martin, Fabes, Hanish, & Hollenstein, 2005;Malecki & Elliot, 2002;Wentzel & Watkins, 2002). For this reason, peer groups are seen as an important context for children's social communication skills acquisition. ...
Play is a vital tool in strengthening peer interactions and developing effective social interaction skills in early
childhood. Group games, in particular, offer children an effective social communication environment. The
present study aimed to determine whether group games effectively reduce social dissatisfaction in 5-6-yearold children. As a research design, a pre-test post-test control group experimental design was used. The
research was carried out on 40 preschool children in the 2018-2019 academic year. The experimental group
(n = 20) had game education programs with enrichment peer interaction for 11 sessions; whereas the control
group (n = 20) had a traditional education program during the same period. “Loneliness and Social
Dissatisfaction Scale” was used as a data collection tool. It was concluded that there were no significant differences in pre-test scores regarding children’s loneliness and social dissatisfaction. However, it was seen that there was a significant difference between the post-test mean scores of the experimental and control groups in terms of loneliness and social dissatisfaction. As a result, the group play education program was effective in increasing children's social satisfaction.
... Perhaps, when groupbased measures of achievement are used and when other types of learning environments are included, the associations among prosocial goals, mastery goals, and learning goals might also vary. Prosocial goals might increase in relevance when the learning environment is more collaborative and team-based as this would explicitly link the goal of learning to the goal of helping one's peers (see also Wentzel & Watkins, 2002). ...
The aim of this study was to examine the synergistic effects of prosocial and mastery goals on learning-related outcomes including deep learning, self-regulated learning, and academic achievement. We recruited 8,773 secondary school students from Hong Kong to participate in the study. A longitudinal study design was used. Goals were measured at Time 1, while learning-related outcomes were measured at both Time 1 and 2. Structural equation modeling with latent interaction analysis was conducted. Results partially confirmed our synergistic effects hypothesis. Prosocial goals were associated with optimal learning-related outcomes such as deep learning and self-regulated learning only when mastery goals were also high. However, achievement was only predicted by mastery goals. These effects held despite controlling for the baseline variables. This study provides empirical evidence for the possible synergies between prosocial and mastery goals. A better understanding of student learning might be achieved when both mastery and prosocial motivation are examined.
... The quality of a nation's educational sector considerably depends on teachers as well as the collective interactions of the internal and external forces that intervene in the fulfilment of the purpose for setting up schools. The effectiveness and stability of the schools is mostly based on their school climate and the satisfaction of teachers (Wentzel & Watkins, 2002). Performance is a function of how factors such as student characteristics, teacher's characteristics and teaching/learning resources interact in a school environment. ...
p>School climate and teacher performance are critical factors in any learning institution that seeks to have competitive edge. Teachers from Kitui County have raised concern over unfavourable school climate that affects their performance. Despite the fact that some studies on school climate have been carried out in Kenya none of them has explored exhaustively on poor teacher performance. Hence there was need to carry out this study. The purpose of this study was to determine the effects of availability of teaching and learning resources on teacher performance in public secondary schools in Kitui county. this study employed mixed methods approach and descriptive survey research design to reveal and measure the opinion of teachers and the indicators of school climate and was anchored on three motivational theories namely: McGregor theory x and Maslow’s Hierarchy of needs and Hertzberg’s two factor theory. The study targeted 400 public secondary schools and 2417 teachers from Kitui county. Purposive and random sampling was used to select 40 principals and 488 teachers. Fractional method was used to sample 40 teachers from the 400-public secondary schools.20% of 2417 teachers were randomly selected from each sub-county. Sample size for this study was calculated using hypergeometric formulae where 76 principals and 352 teachers were selected giving a total of 428 respondents. Data was collected using Questionnaires for teachers, interview schedules for principals and document analysis. Validity of the instrument was achieved by reading other research works, books and journals. Split half reliability was used to test teacher’s questionnaire and principal’s checklist. Research instruments were appraised through a pilot study on 25 teachers and 5 principals from Katulani sub-county. Data was analysed qualitatively and quantitatively using Pearson correlation moment to test the questionnaire, Analysis of variance (ANOVA) and multiple regression. Descriptive statistics and inferential statics were used. Descriptive statistics aided by statistical package for social sciences (SPSS) version 21.0 was used. Quantitative data was presented in percentages, t-test, frequencies and tables while qualitative data was organized into thematic categories according to the objectives of the study. The study established that there is no statistically significant relationship between teaching/leaning resources and teacher performance, p-value=0.001<0.00, the study recommended that there was need for school principal to avail enough teaching and learning resources and balance teacher’s workload and work closely with the teachers to ensure there is enough provision of teaching materials as well as e-resources for use by both the teachers and the students.
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... Wentzel's studies (e.g., [47]) have demonstrated that children who enjoy positive relationships with their peers also tend to be more engaged in and even to excel at academic tasks more than those who experience problems with peers. A relationship between the quality of peer relations and both students' academic orientations and their school performance has been found [48]. ...
Researchers widely explored non-intellective study factors because they play a central role in academic performance and are potentially more modifiable than intellective ones. The scientific literature suggests that the non-intellective factors can be classified into three main areas: self-concept, which refers to self-esteem and efficacy, motivation and emotional reactions; the area of study, related to study dedication and operative skills; and the area of relationships, comprising those with family, fellow students and teachers. Basing on these findings, the C-Comp Scale has been developed and tested in the past, addressed to college students. This study aimed to adapt and test a new version of this questionnaire on high school students.
Methods:
A pilot study was conducted on 364 Italian high school students to adapt and test the new version of the questionnaire, called the H-Comp Scale. The following study, conducted on 792 Italian high school students, provided further evidence of its reliability, structural validity, and concurrent validity with general self-efficacy, academic self-efficacy, social self-efficacy, and academic performance.
Results:
The H-Comp Scale showed to possess excellent reliability and structural and concurrent validity. The final version is composed of twelve subscales, aggregated in three areas, with just 48 items: Study (Intrinsic Motivation, Extrinsic Motivation, Time Management, Study Dedication), Self (Learning Assessment, General Self-Esteem, Self-Efficacy, Reaction to Failures, Emotional Control), and Relationships (Family Relationships, Fellow Student Relationships, Teacher Relationships).
Conclusions:
The H-Comp Scale would be a useful and easy-to-use instrument to support school counselors, tutors, teachers, and researchers in exploring different types of non-intellective variables, to better project educational intervention aimed to improve high school students' academic performance and satisfaction.
... Lastly, student participants' different levels of affect, engagement, misbehaviours, and achievement could be understood from the perspective of peer pressure. Research has demonstrated that learners benefit when they receive positive reinforcement from their peers (Wentzel & Watkins, 2002;Wood & O'Malley, 1996) and would also be negatively affected by their peers' misconduct (Clasen & Brown, 1987). The observation data showed that peer influences at the non-key university were predominantly negative, including peer discouragement and peer misbehaviour. ...
Most previous research examining the correlation between affect and achievement of learners of English as a foreign language (EFL) has relied on questionnaire and/or interview data. The current study, conducted in a Chinese EFL context, chose to explore this relationship on the basis of quantitative and qualitative classroom observation data, with a special focus on learners’ classroom engagement and misbehaviours. The participant sample involved the EFL learners and teachers in six classes at a key and a non-key university in Northwest China. Data in relation to participants’ affect, engagement, and misbehaviours were collected via classroom observations, including some video-recording. The participating students’ College English Test-Band 4 (CET-4) scores were used as a measurement of EFL achievement. Participants’ affect, engagement, and achievement formed a reciprocal relationship; the latter was negatively connected with misbehavious. Rather than gender, type of school (key vs. non-key university) had significant effects on the variables being examined. Data revealed that teachers, peers, and classroom environment were also influential factors in explaining the differences in the relationship between the identified variables.
... Motivation plays a significant role in students' learning and transferring problem-solving skills between subject disciplines (Bereby-Meyer & Kaplan, 2005) and in fostering the intent to pursue STEM disciplines and ultimately choose STEM careers (Wang & Degol, 2013). Motivated students tend to engage in academic behaviours such as asking questions, actively participating in lesson activities and collaborating with peers (Wentzel & Watkins, 2002). ...
Aviation is an interdisciplinary subject that has influenced human development over the last century. Learning about aviation exposes students to principles of flight, language, earth science, aeronautical engineering, flight training and airmanship. In K-12 education, educators have started to encourage children to learn science, technology, engineering and mathematics (STEM) subjects via aviation-themed activities to develop future scientists and engineers. This study investigated upper primary students’ motivations to learn STEM via engaging in flight simulation experiences. The sample consisted of 345 10- to 13-year-old Hong Kong students from 8 primary schools. A modified version of the 31-item Science Motivation Questionnaire II (SMQ II) with four subscales with a focus on aviation was used. The relationships between intrinsic motivation, extrinsic motivation, self-efficacy and peer support across gender and performance were examined. The data obtained were analysed using factor analysis and a regression model. According to our model, students are most strongly motivated by peer support, followed by intrinsic motivation, and they are least motivated by self-efficacy. As expected, our results indicate that a gender gap exists in aviation-themed STEM learning. These findings can help educators to better understand students’ perceptions of aviation science and further develop related learning activities.
... This indicated that the respondents like activities that involve group work due to the students experiencing many benefits from working together. A similar result can be found in the research that was done by Wentzel and Watkins (2002). They stated that while students participate in group work activities, it will motivate them to learn more by engaging with their peers in a group compared to working individually. ...
Collaborative Learning in the Classroom: The Study of Malaysian University Students' Attitude Collaborative Learning in the Classroom: The Study of Malaysian University Students' Attitude Abstract-The aims of this study were (1) to identify the Malaysian university students' attitude towards Collaborative Learning (CL) in the classroom at university level, and (2) to identify the lecturers' perception of using CL in their classrooms. The participants, 160 bachelor students and 5 lecturers, were selected randomly from a private university in Malaysia. A pilot study was done to determine the reliability of the questionnaire when compared against the Cronbach Alpha of 0.857. The data was collected in two stages, first from the students (following the quantitative procedure) and second, from the lecturers (following the qualitative procedure). For this study, two instruments were used and they are questionnaires and interviews. At the qualitative stage, the instrument was an interview, and at the quantitative stage, it was a questionnaire. The questionnaire was analyzed through SPSS. The transcriptions of five lecturers' interviews were analyzed using thematic analysis. The resultsrevealed that most of the students had a positive attitude towards the CL method and felt that it was beneficial for them, on the contrary, only few students had negative attitude towards CL due to their preferences which was they preferred individual work to group work. The lecturers preferred the CL method because it helped their students to use social skills and interactions during the learning process.
... Such behavioral patterns experienced in the peer environment are important in detailing children's social behaviors such as attitudes and values regarding social life (Hartup, 1989), emotion regulation and emotional behavior (Buhs & Ladd, 2001;Guralnick, Neville, Hammond & Connor, 2007;Ladd, Birch & Buhs, 1999;Martin et. al, 2005;Malecki & Elliot, 2002;Wentzel, 1999;Wentzel & Watkins, 2002;Wentzel & McNamara, 1999). From this point of view, peer relationships in early childhood are considered to be one of the vital factors in children's development of individual and group identity and their adaptation to social life (Buhs & Ladd, 2001;Guralnick et. ...
The social experience environment of children after family
is peers. Peer relationships are vital in the healthy development
of an individual from childhood through adolescence. From the
moment children begin to interact with their peers, they display
a wide variety of behaviors. There is continuity in the behaviors
exhibited with peers and over time these behaviors turn into
permanent behaviors. They are essential clues for educators and for
those that working with children. These behaviors can differ from
child to child, from interaction to interaction, and from context
to context. Satisfaction with peer interaction is a positive factor in
shaping children’s social-emotional behaviors, while dissatisfaction
arising from quantitative or qualitative deficiencies in peers’ social
interaction can be a negative factor. It is shown in multiple studies
that peer interaction problems increase social dissatisfaction, and
social dissatisfaction increases social loneliness in early childhood.
Understanding peer relationships in early childhood is the key
to understand the complexity of human relationships and their
impact on children’s development. For this reason, in this study,
the effects of peer relationships on children in early childhood are
taken into the subject with the emphasis on social loneliness
... Motivation plays a significant role in students' learning and transferring problem-solving skills between subject disciplines (Bereby-Meyer & Kaplan, 2005) and in fostering the intent to pursue STEM disciplines and ultimately choose STEM careers (Wang & Degol, 2013). Motivated students tend to engage in academic behaviours such as asking questions, actively participating in lesson activities and collaborating with peers (Wentzel & Watkins, 2002). ...
Aviation is an interdisciplinary subject that has influenced human development over the last century. Learning about aviation exposes students to principles of flight, language, earth science, aeronautical engineering, flight training and airmanship. In K-12 education, educators have started to encourage children to learn science, technology, engineering and mathematics (STEM) subjects via aviation-themed activities to develop future scientists and engineers. This study investigated upper primary students' motivations to learn STEM via engaging in flight simulation experiences. The sample consisted of 345 10-to 13-year-old Hong Kong students from 8 primary schools. A modified version of the 31-item Science Motivation Questionnaire II (SMQ II) with four subscales with a focus on aviation was used. The relationships between intrinsic motivation, extrinsic motivation, self-efficacy and peer support across gender and performance were examined. The data obtained were analysed using factor analysis and a regression model. According to our model, students are most strongly motivated by peer support, followed by intrinsic motivation, and they are least motivated by self-efficacy. As expected, our results indicate that a gender gap exists in aviation-themed STEM learning. These findings can help educators to better understand students' perceptions of aviation science and further develop related learning activities.
... Research has shown that students who maintain group membership, who have reciprocal friendships, and who perceive themselves as accepted by their peers experience higher academic self-concept, academic engagement, and achievement (Buhs, 2005;Buhs & Ladd, 2001;Wentzel, Barry, & Caldwell, 2004;Wentzel & Caldwell, 1997). Students who exhibit prosocial classroom behaviours are also better liked by their teachers and in turn have higher grades (Wentzel, 1993;Wentzel & Watkins, 2002). ...
This article provides a description of the demographic characteristics as well as the social and academic experiences of a nationally representative sample of Canadian students receiving special education services for a learning disability (LD) and a comparison group without disabilities (NLD). Data summarized in this article were drawn from the National Longitudinal Survey of Children and Youth (NLSCY), which contains information provided by teachers, parents, and students. Results indicate that the demographic characteristics of the LD group are similar to the NLD group. As well, no signifi cant differences were found between the self-reports of children in the LD and NLD groups regarding school and social experiences. However, differences exist in teachers’ perceptions of students’ educational potential, social skills, and motivation. The findings inform school efforts focused on reducing the drop-out rate of students with LD. Other implications for practice as wellas for future research are discussed.
... Hence, based on the given evidence we cannot draw reliable conclusions about whether the effects of individual preparation for collaboration are comparable for K-12 and university students or may vary as a function of, for instance, developmental factors in terms of intellectual ability or social competence (cf. Wentzel & Watkins, 2002). A similar issue meets the size of the collaborating groups: except one, all studies employ either dyads or triads. ...
Collaboration provides learners with opportunities to develop an understanding beyond what they could achieve alone. To this end, learners need to build on each other’s knowledge to draw new conclusions. This requires successful retrieval, inferencing, and mutual referencing during collaboration. Although individual preparation is considered as effective means to foster these processes it has not been systematically investigated whether, why, and under what conditions it does so. We revisit research on collaborative learning, collaborative memory, and group brainstorming to develop hypotheses about the cognitive advantages and disadvantages of individual preparation for collaboration and how these might be influenced by the design of the individual preparation phase. Subsequently, we test these hypotheses by systematically reviewing experimental studies. Results indicate that (a) individual preparation affects retrieval, inferencing, and referencing differently, and (b) generative preparation tasks and supporting learners’ cognitive group awareness can enhance the advantages and mitigate the disadvantages of individual preparation for collaboration.
This research aims to research the impact of musical skills on foreign language anxiety. For this purpose, 158 English as Foreign Language students, 64 of whom engaged with music (48 of them were able to play an instrument and sing in front of people and 16 of them could only sing) were chosen for this study. The Foreign Language Anxiety Scale (FLCAS) was applied and the results were compared. The study revealed that participants who were able to play a musical instrument or sing in front of people had far lower levels of foreign language anxiety than those who did not. For the qualitative section of the study, 10 participants, 5 of whom could play an instrument and 5 of whom could not, were selected to get a more detailed picture of the participants’ opinions and feelings related to the impact of engagement with music on foreign language anxiety. These interviews also supported the results of the quantitative study.
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მოცემული კვლევის მიზანია სოციალური მიზნების საკვლევი ინტრუმენტის ადაპტაცია. ნაშრომში განხილულია ინსტრუმენტის (SGQ-Geo) ქართული ვერსიის ფსიქომეტრული მახასიათებლები, კონკრეტულად, ფაქტორული სტრუქტურა, ქვესკალებს შორის შინაგანი შეთანხმებულობა, სქესთაშორის განსხვავებები სოციალურ მიზნებს შორის. აგრეთვე, შეფასებულია სოციალური მიზნების მნიშვნელოვნება.
კვლევაში მონაწილეობდა საქართველოს უმაღლესი საგანმანათლებლო დაწესებულების პირველი საფეხურის 250 სტუდენტი (111 - მამრობითი, 139 - მდედრობითი; Mასაკი=20.58; SD=1.73). ჩატარებულმა კვლევამ აჩვენა, რომ ინსტრუმენტის ქართული ვერსია სრულად შეესაბამება მის ორიგინალ შვიდფაქტორიან ინსტრუმენტს და შენარჩუნებულია შვიდივე ფაქტორი. შინაგანი შეთანხმებულობის მიხედვით, კითხვარის 66 დებულების ჯამური მაჩვენებელი 0.93-ია, ხოლო თითოეული ფაქტორის კრონბახის ალფას მაჩვენებელი 0,77-სა და 0,91-ს შორის მერყეობს. რაც შეეხება სკალებს შორის კორელაციას, ყველაზე მაღალი მაჩვენებელი დაფიქსირდა სოციალური მიმზიდველობისა და მიკუთვნებულობის ფაქტორებს შორის. ხოლო ძალაუფლებისა და სოციალური პასუხისმგებლობის და ზრუნვის ფაქტორები ერთმანეთთან უარყოფით კორელაციაში იყო. კვლევის მონაწილეებისათვის ყველაზე მნიშვნელოვანი იყო სოციალური პასუხისმგებლობისა და ზრუნვის ფაქტორი. სქესის გათვალისწინებით, ქალებს, მამაკაცებთან შედარებით, უფრო მაღალი მაჩვენებლები აქვთ სოციალური პასუხისმგებლობისა და ზრუნვის სკალაზე, აგრეთვე, მიკუთვნებულობის სკალაზე. კვლევის მონაწილეებისთვის ყველაზე ნაკლებად ღირებული ძალაუფლების ფაქტორი აღმოჩნდა.
საკვანძო სიტყვები: სოციალური მიზნები, ინსტუმენტის ადაპტაცია, სქესთაშორის განსხვავება, სოციალური მიზნების მნიშვნელოვნება.
The traditional classroom setting in emerging nation primarily involves teachers focusing their lessons solely on the class as a whole total group. At occasions when group activities are conducted, groupings are done randomly without any prior preparation or plan of purposeful grouping or students' need. In both the cases, chances are high that some of the students are dissatisfied while some are at a disadvantage, because the material/content is taught with a one-size fits all notion, overlooking the fact that some learn fast, while some still remain confused and need more attention in order to grasp what is being taught. Many studies have focused on grouping, streaming or tracking students based on their ability alone. The objective of this study is to determine different types of instructional grouping as a cooperative differentiated strategy that affect learning in the classroom. This study will specifically see how different types of instructional grouping could keep all of the students of mixed ability meaningfully engaged, thereby affect learning in middle school classrooms and determine students' overall cooperative growth.
The study explores the schoolwork social support experiences of teachers, peers and parents. The data were collected from 1529 Finnish seventh-grade (age 13–14 years) pupils using The Students’ Learning Agency inventory (SLA). The results indicate that social support is a dynamic system in which adult support is an important resource for pupils’ schoolwork, regardless of the pupils’ gender and sosio-economic status of the school. In particular, support from teachers increased the likelihood of support sharing between peers. However, there were differences in this teachers’ effect on peer support in terms of gender; the connection was weaker for girls than for boys. Hence, teacher support appeared to affect boys’ peer relations more than girls’.
Social skills are an aspect that is no less important than cognitive aspects. This aspect must also receive equal priority in the educational environment. For this reason, this study aims to investigate the level of validity and effectiveness of the Quantum teaching-based Islamic Religious Education learning model to improve students’ social skills. This research is part of research and development conducted at SMA Negeri 19 Makassar, Indonesia, involving 42 students and 5 experts. The instruments used in this study were validation sheets and social skills questionnaires which were then analyzed quantitatively. Data from the validation process were analyzed to determine the average score while the data from the social skills questionnaire were analyzed with the help of SPSS 20.00 software by running a t-test. The results of the study indicate that this learning model has a high level of validity based on the assessment of experts on the content validity test. In addition, this quantum teaching-based the Islamic education (PAI) learning model has also proven effective in improving students’ social skills based on the results of the t-test by comparing the scores of pretests and posttest. With these results, this learning model can be used for a broader range of users.
The present study examines the effect of dynamic classrooms on improvement of educational motivation among the students at high school in Tehran Department of Education, Tehran City. To test the following hypotheses: 1. Dynamic classrooms may lead to rising educational motivation among high school students; 2. Female teachers administer more dynamic classrooms than male teachers; 3. Educational motivation in female is greater than in male students. The participants in this study include all principals and their training assistants and students in high schools in Tehran City that comprise our statistical populations; according to simple randomized sampling technique and H.S. Bola formula for determination of sample space, 100 principals and educational assistants (separately 25 female principals and 25 male principals as well as 25 female assistants and 25 male assistants) and 300 high school students (separately 150 female students and 150 male students) have been elected for this study and then two questionnaires were administered for them respectively 40-questions dynamic classroom questionnaire for principals and their assistants and 50-question educational motivation questionnaire for students and the results of data have been calculated and based on statistical T-tests, Pearson correlation Test and regression that suggest the following outcomes: 1. Dynamic classrooms may lead to rising educational motivation among high school students; 2. There is no difference between educational motivation in females and males; 3. There is no significant difference among classrooms administered by female teachers and male teachers in terms of educational dynamism.
Academic adjustment is an important thing for students, especially seventh graders at Miftahul Ulum Islamic Boarding School, one of the modern-based Islamic boarding schools that combines the national education curriculum and the cottage curriculum. In early adolescence, students have begun to develop cognitive strategies and adjust behavior to the academic environment. The ability of students to regulate cognitive and behavior in learning is called self-regulated learning. The purpose of this study was to determine the relationship between self-regulated learning and the academic adjustment amongst seventh grade students of Miftahul Ulum Islamic Boarding School. The research method used in this research was mixed methods. Quantitative data was collected from 160 students through The Motivated Strategies of Learning Questionnaire Scale (MSLQ) to measure self-regulated learning and Student Adaptation to College Questionnaire (SACQ) to measure academic adjustment. While in the qualitative approach, group interviews students were conducted into three group based on the level of the self-regulated learning group and academic adjustment. The result reveals that there was a significant positive relationship between self-regulated learning and the academic adjustment of seventh grade students at Miftahul Ulum Islamic Boarding School (r = 0,561; p < 0,001) indicating that students who had high self-regulated learning also had high academic adjustment at Miftahul Ulum Islamic Boarding School. The group discussion found interesting results where students who have good motivation, cognitive strategies and learning behavior strategies, then adjust themselves to academic demands at Miftahul Ulum Islamic Boarding School is also good.
This study investigates the effects of Slavin’s STAD method on reading comprehension of EFL learners
Recently, research has shown that replacing a human with an agent in a pair programming context can bring similar benefits such as increased code quality, productivity, self-efficacy, and knowledge transfer as it does with a human. However, to create a gender-inclusive agent, we need to understand the communication styles between human-human and human-agent pairs. To investigate the communication styles, we conducted gender-balanced studies with human-human pairs in a remote lab setting with 18 programmers and human-agent pairs using Wizard-of-Oz methodology with 14 programmers. Our quantitative and qualitative analysis of the communication styles between the two studies showed that humans were more comfortable asking questions to an agent and interacting with it than other humans. We also found men participants showed less uncertainty and trusted agent solutions more, while women participants used more instructions and apologized less to an agent. Our research results confirm the feasibility of creating gender-inclusive conversational agents for programming.
The study purposes were to explore the level of students' academic enablers and gender‐based difference towards academic enablers scales (AES) among 3200 students that were selected randomly from 80 high schools of Punjab province of Pakistan. The descriptive design of the positivism research paradigm was used to accomplish the study. Academic enablers scale for students (AES‐students) was adapted to collect data about four academic enabling behaviors (motivation, engagement, interpersonal skills, and study skills). Hence, the psychometric properties of adapted AES‐students exhibited that it is a valid and reliable instrument to measure academic enablers. Results indicated that the majority of students had a competent level in all academic enabling behaviors while they are more motivated as compared to their study skills, interpersonal skills, and engagement. However, engagement is the least contributive enabler. Moreover, results also demonstrated a significant difference in girls' and boys' student perceptions towards AES. It is also determined that gender had a small effect size on students' academic enablers as Cohen's d values among 0.1 to 0.4. Academic enabling behaviors may be enhanced among boy students through the use of different teaching strategies in the classroom, such as enthusiastic demonstration style, group activities, and classroom symposiums.
Early adolescents'sense of classroom belonging and support-of being liked, respected, and valued by fellow students and by the teacher-was investigated among 353 sixth-, seventh-, and eighth-grade middle school students. Focusing on one academic class, students completed scales of classroom belonging and support, expectancies for success, and intrinsic interest and value; course grades and effort ratings were obtained from English teachers. Each of three belonging/support factors identified by principal components analysis contributed significantly to explaining variance in expectancies and value, with teacher support having the most consistently substantial influence across student subgroups. The strength of association between support and motivation dropped significantly from sixth to eighth grade. Teacher support was more closely related to motivation for girls than for boys. Expectancy was the primary predictor of class effort and grades. These findings underscore the importance of belonging and interpersonal support in fostering academic motivation and achievement.
80 5-year-olds participated in 4 sessions in which they built a replica of a Lego model. During the first session, children's building competence was assessed. Based on their performance, children were classified as either expert or novice builders. Children then participated in 2 sessions in which they built alone or with a partner. There were 3 types of dyads: novice, expert, and mixed ability (expert-novice). Their performance was compared with that of novice and expert singletons. In the final session, children's ability to copy 2 new models was assessed to determine whether they generalized the skills acquired during interaction. Collaboration was more conducive to learning than independent work, and children were able to generalize their skills. However, these conclusions were qualified by the fact that children's expertise and that of their partners, the acquisition of task strategies, the quality of verbal discussion, children's tendency to observe and imitate their partners, and experts' tendency to provide guidance mediated learning.
Social-motivational processes and socialization experiences can play a critical role in students' academic success. However, the search for specific mechanisms and processes that explain these social influences on motivation is still in its inception. The purpose of this article was to begin to articulate some of these processes in the hope that more precise explanations of influence will emerge. The 1st section of the article focuses on ways in which social-motivational processes are relevant for understanding motivation to achieve academically, using goal pursuit as a case in point. Models describing complementary, developmental, and hierarchical relations among social and task-related goals and their implications for understanding student achievement are presented. Then, ways in which students' social encounters and experiences with parents, teachers, and peers might influence their adoption and internalization of socially valued goals are examined. New directions for theoretical and empirical inquiry are presented. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
It is generally argued that parental use of specific discipline techniques (e.g., reasoning vs power assertion) differentially affects a child's internalization. This article offers an expanded formulation. Internalization as a result of discipline is proposed to be based on a child's accurate perception of the parental message and acceptance or rejection of it. Mechanisms promoting acceptance are perceptions of the parent's actions as appropriate, motivation to accept the parental position, and perception that a value has been self-generated. Features of the misdeed, discipline technique, child, and parent that affect accurate perception and acceptance–rejection are outlined. Other goals besides internalization, such as movement beyond the parent's position, maintenance of the child's self-esteem, and maintenance of the parent–child relationship, are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Assessed effects of peer collaboration on mathematical and spatial reasoning for fourth graders and on learning with logical-physical materials 1 year later. Subjects were 152 fourth graders, randomly divided into 4 groups: mathematics, spatial reasoning, and 2 control groups. In Year 1, pairs in the math and spatial groups worked together for six sessions on math and spatial problems, respectively. In Year 2, pairs of children in the math, spatial, and Control 1 groups worked together on a series of 6 sessions with balance scale problems. Findings from the pretest/posttest data indicated that peer collaboration is an effective learning environment for tasks that require reasoning, but not for tasks that require rote learning or copying. Furthermore, the learning that occurred in the second year was directly related to first-year gains made by pairs in the math group. Pretest gender differences in favor of boys diminished during the intervention. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Two studies were conducted in which 5- and 9-year-old children either collaborated with another person (peer or adult) or worked individually in planning efficient routes through a model grocery store. The studies examined the effects of planning with a partner as well as the relation of collaborative planning to subsequent solo planning. Study 1 demonstrated that older children are more skilled at planning in advance of action than younger children, and that children who planned in advance produced more efficient routes. Younger children who shared task responsibility developed more efficient routes, but this relationship did not appear for the older children. Results of Study 2, focusing on 5-year-olds, suggested that, although having a partner did not influence later individual planning, sharing responsibility for planning with a peer or an adult related to advance planning and planning effectiveness in later individual planning efforts. The results of the present studies suggest that cognitive gains resulting from joint problem solving between children and adults or peers may be more likely with shared task responsibility. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Relations of social goal pursuit to (1) social acceptance by teachers and peers, (2) prosocial and irresponsible classroom behavior, and (3) perceived support from teachers and peers were examined. Ss were 475 6th and 7th graders. Students' pursuit of academic prosocial goals (to help classmates with academic problems) was related positively to peer acceptance. Pursuit of academic responsibility goals (adhering to classroom rules) was related negatively to peer acceptance but positively to teacher acceptance. These findings reflected in part, significant relations between social goal pursuit and displays of social behavior. Perceived support from teachers and peers was also related positively to social goal pursuit, although findings differed as a function of type and source of support. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Defines 3 systems of motivation: ability-evaluative, task mastery, and moral responsibility. Implicit in each motivation system is a value orientation, and these values are shared by students and teachers. The qualitative perspective relates to distinct networks of cognitions, involving goals and values, attributions, and strategy beliefs. Student motivation is characterized by showing how each motivational system can be elicited by a competitive, cooperative, or individualistic goal structure. Teacher motivation is characterized by showing how each system evolves from specific teacher goal orientations. Different goals that affect student and teacher motivation are implicit in the goal structure of the classroom and in the teacher's belief system. (109 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Adolescents' supportive relationships with parents, teachers, and peers were examined in relation to motivation at school (school- and class-related interest, academic goal orientations, and social goal pursuit). On the basis of 167 sixth-grade students, relations of perceived support from parents, teachers, and peers to student motivation differed depending on the source of support and motivational outcome: Peer support was a positive predictor of prosocial goal pursuit, teacher support was a positive predictor of both types of interest and of social responsibility goal pursuit, and parent support was a positive predictor of school-related interest and goal orientations. Perceived support from parents and peers also was related to interest in school indirectly by way of negative relations with emotional distress. Pursuit of social responsibility goals and school- and class-related interest in 6th grade partly explained positive relations between social support in 6th grade and classroom grades 1 year later. Continued research on the social origins of classroom motivation in early adolescence is needed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
85 Icelandic children (41 girls and 44 boys) participated in a study on the relations among attachment representations (AREP), self-confidence (SEC), and cognitive functioning (COF) in childhood and adolescence. AREP and SEC were assessed at age 7 on the basis of children's responses to a separation story and observations made by independent observers. COF was measured at ages 7, 9, 12, 15, and 17 yrs based on a battery of Piagetian tasks assessing concrete and formal reasoning. Children with a secure attachment representation were favored in their cognitive performance in childhood and adolescence. Children with an insecure–disorganized attachment representation were particularly disadvantaged on deductive reasoning tasks. SEC played a significant but varying role in mediating the effects of AREP on COF. The study controlled for IQ and attention difficulties. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Groups of 30 ADD-H boys and 90 normal boys were divided into 30 mixed dyads composed of a normal and an ADD-H boy, and 30 normal dyads composed of 2 normal boys. Dyads were videotaped interacting in 15-minute freeplay, 15-minute cooperative task, and 15-minute simulated classroom settings. Mixed dyads engaged in more controlling interaction than normal dyads in both free-play and simulated classroom settings. In the simulated classroom, mixed dyads completed fewer math problems and were less compliant with the commands of peers. ADD-H children spent less simulated classroom time on task and scored lower on drawing tasks than normal peers. Older dyads proved less controlling, more compliant with peer commands,more inclined to play and work independently, less active, and more likely to remain on task during the cooperative task and simulated classroom settings. Results suggest that the ADD-H child prompts a more controlling, less cooperative pattern of responses from normal peers.
In this review, we examine the oft-made claim that peer-relationship difficulties in childhood predict serious adjustment problems in later life. The article begins with a framework for conceptualizing and assessing children’s peer difficulties and with a discussion of conceptual and methodological issues in longitudinal risk research. Following this, three indexes of problematic peer relationships (acceptance, aggressiveness, and shyness/withdrawal) are evaluated as predictors of three later outcomes (dropping out of school, criminality, and psychopathology). The relation between peer difficulties and later maladjustment is examined in terms of both the consistency and strength of prediction. A review and analysis of the literature indicates general support for the hypothesis that children with poor peer adjustment are at risk for later life difficulties. Support is clearest for the outcomes of dropping out and criminality. It is also clearest for low acceptance and aggressiveness as predictors, whereas a link between shyness/withdrawal and later maladjustment has not yet been adequately tested. The article concludes with a critical discussion of the implicit models that have guided past research in this area and a set of recommendations for the next generation of research on the risk hypothesis.
Social-motivational processes and socialization experiences can play a critical role in students' academic success. However, the search for specific mechanisms and processes that explain these social influences on motivation is still in its inception. The purpose of this article was to begin to articulate some of these processes in the hope that more precise explanations of influence will emerge. The Ist section of the article focuses on ways in which social-motivational processes are relevant for understanding motivation to achieve academically, using goal pursuit as a case in point. Models describing complementary, developmental, and hierarchical relations among social and task-related goals and their implications for understanding student achievement are presented. Then, ways in which students' social encounters and experiences with parents, teachers, and peers might influence their adoption and internalization of socially valued goals are examined. New directions for theoretical and empirical inquiry are presented.
The hypothesis that aggressive-rejected children are unaware of their social status because they are self-protective when processing negative peer feedback was tested in 3 studies. In Study 1, fourth-grade girls and boys were asked to name peers they liked or disliked, as well as peers they thought liked or disliked them. Comparisons of aggressive-rejected, nonaggressive-rejected, and average status groups revealed that aggressive-rejected children were more unrealistic in their assessments of their social status than were nonaggressive-rejected children. In Study 2, rejected and average boys identified in Study 1 were asked to name who they thought liked or disliked other children from their classroom. Comparisons of perceived and actual nominations for peers revealed that aggressive-rejected children were able to assess the social status of others as well as did nonaggressive-rejected and average status children. Because the difficulties aggressive-rejected children demonstrated in Study 1 did not generalize to judging the status of others in Study 2, the self-protective hypothesis was supported. Study 3 provided a parallel test of this hypothesis under more controlled conditions. Subjects from Study 2 viewed other children receiving rejection feedback from peers in videotaped interactions and received similar feedback themselves from experimental confederates. While all subjects rated self-directed feedback somewhat more positively than other-directed feedback, aggressive-rejected subjects had the largest self-favoring discrepancy between their judgments of self- and other-directed feedback. These findings also suggest that aggressive-rejected children may make self-protective ''errors'' when judging other children's negative feelings about them. Ethnicity differences in evaluating peer feedback emerged in Studies 1 and 3. raising questions about the impact of minority status on children's evaluations of rejection feedback.
Adolescents' supportive relationships with parents, teachers, and peers were examined in relation to motivation at school (school- and class-related interest, academic goal orientations, and social goal pursuit). On the basis of 167 sixth-grade students, relations of perceived support from parents, teachers, and peers to student motivation differed depending on the source of support and motivational outcome: Peer support was a positive predictor of prosocial goal pursuit, teacher support was a positive predictor of both types of interest and of social responsibility goal pursuit, and parent support was a positive predictor of school-related interest and goal orientations. Perceived support from parents and peers also was related to interest in school indirectly by way of negative relations with emotional distress. Pursuit of social responsibility goals and school- and class-related interest in 6th grade partly explained positive relations between social support in 6th grade and classroom grades 1 year later Continued research on the social origins of classroom motivation in early adolescence is needed.
Investigated in this study was the contribution of peer acceptance, perceived support from peers, and family cohesion to prosocial behavior in young adolescents. Based on theories of peer socialization, it was hypothesized that being accepted by peers would have a direct relation to prosocial behavior. In addition, emotional distress was examined as a possible mediator between adolescents'perceptions of family and peer relationships and prosocial outcomes. In a sample of 167 sixth-grade students, hypotheses were supported in that peer acceptance was related directly to prosocial behavior and emotional distress mediated relations between perceived support from peers and prosocial behavior. Family cohesion was related negatively to distress but not to prosocial outcomes. The roles of parents and peers in promoting young adolescents' social competence, as well as the importance of emotional well-being for positive social adjustment in middle school are discussed.
The purpose of this study was to examine the quality and effectiveness of students' mathematical explanations as a function of the ability of the tutor. We videotaped dyads from 20 classrooms in which all students had been trained in constructive peer-tutoring interactions and had practiced those methods twice weekly for 23 weeks. From each classroom, one dyad incorporated a high-achieving tutor; the other, a medium-achieving tutor; both tutored the same classmate with a learning disability in the area of mathematics. Results indicated that high-achieving tutors' explanations were rated higher on conceptual, procedural, and overall quality; incorporated a greater variety of explanatory strategies; earned higher conceptual orientation scores; and resulted in better performances among tutees. Implications are discussed in terms of optimizing grouping arrangements during collaborative learning activities and related concerns about mainstreaming students with learning disabilities for academic instruction.
The purpose of this study was to investigate the relationship of academic achievement to four categories of social status including popular, rejected, isolated, and amiable, and to the variables of peer acceptance and social impact. Subjects were 145 elementary school children, grades 3 through 6. The children responded to a questionnaire designed to assess peer acceptance as well as rejection. Data consisted of (a) acceptance scores based on the predominance of either acceptance or rejection responses from peers and (b) social impact scores based on the number of children who mentioned a given child either positively or negatively. These scores were correlated with each child’s Iowa Test of Basic Skills composite score. Pooled-within correlations indicated that acceptance correlated positively and significantly with academic achievement, whereas social impact correlated negatively and significantly with achievement. Children above average in achievement were significantly more often considered amiable or popular than rejected or isolated. They were just as likely to be considered amiable as popular. Students below average in achievement were significantly more often rejected than were above average students. When they were given positive mention, these youngsters were more often considered amiable than popular.
This article critically reviews the research literature on peer modeling among children as a function of model attributes. Peer modeling is hypothesized to depend in part on perceived similarity between model and observer. Similarity serves as an important source of information for gauging behavioral appropriateness, formulating outcome expectations, and assessing one’s self efficacy for learning or performing tasks. Research is reviewed on the effects of model age, model sex, model competence, number of models, and model background. Peer models can foster diverse types of behavioral change in children, but attribute similarity does not automatically enhance modeling. The conditions under which similarity promotes behavioral change are discussed. Future research needs to assess children’s self-perceptions, as well as maintenance and generalization of behavioral changes. It is suggested that classroom peers can help train social skills, enhance self-efficacy, and remedy skill deficiencies.
This study examined the effects of previous training and experience in peer tutoring on the nature of student interactions. Sixteen classrooms were assigned randomly to two treatments: with and without previous training and experience in peer tutoring. Peer-tutoring teachers taught students a structured, interactional, explanatory verbal rehearsal routine that incorporated step-by-step feedback. Peer tutoring was implemented on a mathematics operations curriculum twice weekly for 10 weeks. Each teacher had identified an average achiever and a low achiever to serve, respectively, as the tutor and the tutee during peer-tutoring generalization sessions. Videotapes were analyzed at three levels: microlevel quantifications, global ratings, and transcripts of representative dyads. Across levels of analysis and across operations and applications content, experienced dyads provided explanations in a more interactional style that incorporated sounder instructional principles. As revealed in the transcripts, however, the nature of student explanations in both conditions was primarily algorithmic rather than conceptual.
The purpose of this classroom-based experiment was to explore methods for helping students generate conceptual mathematical explanations during peer-mediated learning activities. Participants were 40 general education classrooms in grades 2, 3, and 4, which were assigned randomly to 3 treatments: peer-mediated instruction (PMI) with training in how to offer and receive elaborated help (PMI-Elaborated); PMI with training in elaborated help and in methods for providing conceptual mathematical explanations (PMI-Elaborated+Conceptual); and contrast (i.e., no PMI). Teachers implemented PMI treatments for 18 weeks with their naturally constituted mathematics classes. From each of the 40 classes, we pre- and posttested the mathematics achievement of 4 students who represented 4 points on the achievement continuum. We also coded student interactions from tutoring generalization sessions videotaped 10 weeks after all training had been completed. Analyses revealed that PMI-Elaborated+Conceptual tutors asked more participatory, procedural questions and provided more conceptual explanations. Moreover, the achievement of PMI-Elaborated+Conceptual students was higher than that of PMI-Elaborated students, which in turn surpassed that of the contrast group. Findings are discussed in terms of teachers' use of collaborative learning methods.
This study investigates the relationship between depressive affect and restraint and family and friendship variables in 103 unselected sixth graders (56 girls). Family measures included family structure (intact vs. two-parent families) and four family processes; communication with father, communication with mother, family cohesion and family adaptability. In addition, friendship support was assessed. Family structure was related to depression, but not after family processes were partialled out. Stepwise multiple regression models indicated that family cohesion and friendship support accounted for more than 50 percent of the variance in depressive affect. A high risk group for depressive affect was identified: Adolescents from single parent families with low friendship support had scores in the clinically depressed range. Restraint was best predicted by gender and mother-adolescent communication in the regression models, whereas family structure and friendship support did not account for further variance. Both depression and restraint were related to the number of stressors. The implications for the etiology of depressive affect and behavior problems were discussed.
Rationale for Motivational Systems Theory Theoretical Foundation for Motivational Systems Theory The Living Systems Framework Defining Motivation and Its Role in Effective Human Functioning Personal Goals Directing and Organizing Behavior Through Cognitive Representations of Desired and Undesired Outcomes Personal Agency Beliefs and Emotional Arousal Processes Regulating Behavior Through the Integration of Cognition and Affect Integration of Historical and Contemporary Theories of Motivation Goals, Emotions, and Personal Agency Beliefs How to 'Motivate' People General Principles and Specific Applications to Enduring Problems in Child and Adolescent Development, Education, Business, and Counseling and Everyday Living Summary of Motivational Systems Theory
the aim of this chapter is to examine the question of the connections among adolescents' relationships with parents and peers from a perspective that incorporates the social context
we will examine what in fact might be gained by applying a consideration of sociological structures to an understanding of parent-adolescent and adolescent-peer relationships (PsycINFO Database Record (c) 2012 APA, all rights reserved)
begin by attempting to clarify the conceptualization of adolescent peer groups and then discuss their emergence and metamorphosis across adolescence
I will then focus on current knowledge of peer group influences in the area of central importance to secondary schools: students' academic aspirations and achievement levels
finally, from this review, several recommendations will be drawn to guide future research in this area (PsycINFO Database Record (c) 2012 APA, all rights reserved)
purpose of this chapter is to present a theoretical model of self-system processes across the life-span / this model is based on a motivational analysis of self-system functioning that features three fundamental psychological needs: competence, autonomy, and relatedness
after evaluating selected theoretical approaches to the study of self, the defining features of the new model will be presented / an application of the model within the enterprise of school will be discussed, including data from studies of self-system processes in children and adolescents / concludes with a discussion of the model's implications for institutional reform (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Suggests that the social realm is problematic for the majority of children with hyperactivity (attention deficit disorder [ADD] with hyperactivity). Typical patterns of social discordance are delineated, with emphasis on interpersonal acts that are inept, irritating, immoderate, aggressive, or intense. The status of these children in peer societies is described. Possible mediating mechanisms for dysfunctional social behaviors are also considered, including social cognition processes, interpersonal agendas, behavioral styles, vicarious learning, and reinforcement sensitivity. The unevenness of social skills and the domains in which hyperactive children show normal (and perhaps even superior) functioning are underscored. Some clinical implications and critical gaps in empirical knowledge about the interpersonal functioning of hyperactive children are also highlighted. (4½ p ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
In this study the influence of guided participation in children's collaboration with adults and peers on children's learning to plan imaginary errands was investigated. 60 9-yr-old children collaborated with novice peers, peers trained in errand planning, or untrained adults. The collaborative planning of dyads with trained peers and dyads with adults was equally sophisticated, but there was more discussion of planning strategies and more target child involvement in dyads with adults, and target children who worked with adults planned better in posttests than those who had collaborated with trained peers. Dyads with trained peers used more sophisticated planning strategies than dyads with untrained peers, but posttest results of target children from both peer conditions did not differ. In sum, children learned more from collaboration involving skilled planning, guidance, and participation (with adults) than from collaboration involving skilled planning with little guided participation (with trained peers) or from collaboration involving symmetrical paticipation with little skilled planning or guidance (with untrained peers). (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This study investigated the measurement of social support for adolescents using the Student Social Support Scale(SSSS). A sample of 198 students in grades 7 through 12 completed the SSSS and either the Student Self-Concept Scaleor the Social Skills Rating System. The results provided evidence that the SSSS is a four-factor scale (Parent, Teacher, Classmate, and Close Friend). Analyses also indicated that: (a) the SSSS is highly reliable and moderately stable; (b) social support differed by developmental/age groups and by sex; and (c) relationships exist among social support, self-concept, and social behavior. It was concluded that the SSSS is a promising measure of students' perceived social support for use in both research and practice with children and adolescents. © 1999 John Wiley & Sons, Inc.
A sample of 162 children aged from 5 to 9 was pretested to discover each child's “rule” for predicting the movement of a mathematical balance beam. Children then worked alone, with a partner who used the same rule, with a partner who was more competent, or with a partner who was less competent. If partners' predictions differed, the dyad members were asked to discuss and reach agreement, but were not given feedback. All children were subsequently given 2 individual posttests. The results revealed that regression in thinking was as likely a consequence as improvement, both proving stable. Benefits accrued primarily to those whose partner was more competent, but understanding of the outcomes of collaboration required attending both to the nature of the rules (whether they allowed consistent or inconsistent prediction) and the shared understanding attained during the paired session.
This study explores the sociometric status group differences in psychosocial adjustment and academic performance in various domains using multiple sources of information (teacher-, peer-, self-ratings, achievement data) and 2 age groups (elementary and secondary school students) in a different educational and cultural context. Gender differences in the profiles of the sociometric groups were also examined. The sample consisted of 1,041 elementary school (mean age = 11.4 years) and 862 secondary school (mean age = 14.3 years) students in public schools in Greece. Findings extended previous descriptions of rejected, neglected, and controversial groups based on the perceptions of all raters. Gender and age differences were found in the profiles of rejected and controversial groups, which were markedly distinguished from the other groups based on all data sets. Neglected children at both age levels were differentiated to a weaker degree.
Relations between academic performance and 3 aspects of social competence—socially responsible behavior, sociometric status, and self-regulatory processes (goal setting, interpersonal trust, and problem-solving styles)—were studied. Based on a sample of 423 12- and 13-year-old students, correlational findings indicate that each aspect of social competence is related significantly to students' grades. Results from multiple regression analyses suggest that when accounting for students' IQ, sex, ethnicity, school absence, and family structure, socially responsible behavior mediates almost entirely the relations between students' grades and the other 2 aspects of social competence. Socially responsible behavior and peer status appear to be related by way of their joint association with goals to be socially responsible, interpersonal trust, and problem-solving styles. Similarly, relations between socially responsible behavior and the background variables are explained by joint relations with the self-regulatory processes. The social nature of learning and the role of self-regulation in both interpersonal and behavioral aspects of social competence are discussed.
The present study examines whether subgroups of unpopular children differ in terms of competence in multiple domains. Specifically, subgroups of aggressive unpopular, withdrawn unpopular, and aggressive-withdrawn unpopular and average status children were identified on the basis of peer evaluations. The subgroups were then compared in terms of peer and self-perceptions of competence in various nonsocial and social domains. Results indicated that the 3 subgroups of unpopular children exhibited distinct profiles according to peer perceptions, with aggressive-withdrawn unpopular children being viewed as deficient in virtually every area assessed, and aggressive unpopular and withdrawn unpopular children viewed as exhibiting particular strengths and weaknesses across domains. In terms of self-perceptions, results indicated that withdrawn-unpopular children expressed more accurate, but negative self-evaluations, while children in the aggressive subgroups tended to overestimate their competencies.
The purposes of this study were to examine academically relevant characteristics of different sociometric status groups and to learn about the academic orientations of behavioral subgroups of rejected children. Results from a sample of 423 sixth and seventh graders (ages 11–13) suggested that sociometrically neglected children have quite positive academic profiles. When compared with average status children, these students reported higher levels of motivation, were described by teachers as more self-regulated learners, as more prosocial and compliant, and as being better liked by teachers. Analyses of two behavioral subgroups of rejected children indicated that aggressive-rejected but not submissive-rejected children have problematic academic profiles. Relations of neglected and aggressive-rejected status to academic adjustment in young adolescents' lives is discussed.
A sequential observational approach was used to compare peer interactions in 10 mixed dyads of ADD-H and non-Add-H boys and 10 dyads of non-ADD-H boys in laboratory cooperative and school classroom task analogue activities. Mixed dyads were found to have a greater frequency of aggression and less joint activity than control dyads in specific situations. No differences were found for measures of functional attention as measured by frequency, duration, and mean duration of task-oriented behavior. Lag sequential analyses revealed two major sequences that differentiated mixed from normal dyads. These were Verbal Reciprocity (a measure of reciprocal verbal interaction) and Retreat (a measure of social withdrawal following aggression).
To address the need for multivariate research on the social competencies associated with school success, this study investigated the concurrent effects of motivational, affective, and self-regulatory processes on academic achievement in preadolescence. Two ways in which these factors may influence academic achievement were investigated. First, it was hypothesized that student reports of low distress and high school motivation would be positively related to classroom achievement by way of their association with self-restraint. In contrast, it was hypothesized that teachers' evaluations of students' low distress and high restraint would be positively related to achievement through their association with students' school motivation. For each model, both classroom grades and standardized test scores were used as indices of academic achievement. Based on a sample of 163 sixth-grade students, results of hierarchical regression analyses generally confirmed the hypothesized models. These results suggest that motivational, affective, and self-regulatory factors play an important role in the achievement of academic competence, both as intrapersonal processes and as behavioral manifestations of student efforts to achieve.
The purpose of this paper is to provide a rationale for making broader educational use of peer learning principles as explicated in developmental theory and research. The paper argues that peer learning brings with it unique motivational and cognitive benefits for participating peers. Research has shown that peer learning can bolster children's self-esteem, awaken their interest in challenging tasks, enhance scholarly achievement, and foster prosocial behavior. In particular, it is an effective means of enabling children to grasp basic concepts that underlie school curricula.Two different forms of peer learning, “peer tutoring” and “peer collaboration,” are distinguished. Each has its potential use: peer tutoring for transmitting information and drilling special skills; peer collaboration for facilitating intellectual discovery and the acquisition of basic knowledge.Some general guidelines for the integration of peer tutoring and peer collaboration in the classroom are offered. It is recognized that specific curriculum plans implementing these guidelines must be formulated with a view to the overall cultural context of the school system. Such plans must be molded in context to suit the needs of each particular site. It is concluded, however, that the general principles of peer education set forth in this position paper would enhance all varieties of schooling. As explicated in this article, peer education complements rather than supplants adult teaching, freeing up teachers' time and attention and enabling them to focus more directly and effectively on individual children's learning needs.
Typescript. Thesis (M.S.)--University of Wisconsin--Madison, 1980. Includes bibliographical references (leaves 142-145).
Relations between academic performance and 3 aspects of social competence--socially responsible behavior, sociometric status, and self-regulatory processes (goal setting, interpersonal trust, and problem-solving styles)--were studied. Based on a sample of 423 12- and 13-year-old students, correlational findings indicate that each aspect of social competence is related significantly to students' grades. Results from multiple regression analyses suggest that when accounting for students' IQ, sex, ethnicity, school absence, and family structure, socially responsible behavior mediates almost entirely the relations between students' grades and the other 2 aspects of social competence. Socially responsible behavior and peer status appear to be related by way of their joint association with goals to be socially responsible, interpersonal trust, and problem-solving styles. Similarly, relations between socially responsible behavior and the background variables are explained by joint relations with the self-regulatory processes. The social nature of learning and the role of self-regulation in both interpersonal and behavioral aspects of social competence are discussed.
The potential role that children's classroom peer relations play in their school adjustment was investigated during the first 2 months of kindergarten and the remainder of the school year. Measures of 125 children's classroom peer relationships were obtained on 3 occasions: at school entrance, after 2 months of school, and at the end of the school year. Measures of school adjustment, including children's school perceptions, anxiety, avoidance, and performance, were obtained during the second and third assessment occasions. After controlling mental age, sex, and preschool experience, measures of children's classroom peer relationships were used to forecast later school adjustment. Results indicated that children with a larger number of classroom friends during school entrance developed more favorable school perceptions by the second month, and those who maintained these relationships liked school better as the year progressed. Making new friends in the classroom was associated with gains in school performance, and early peer rejection forecasted less favorable school perceptions, higher levels of school avoidance, and lower performance levels over the school year.