Publication type
Journal Article
Authors
Publication date
June 1, 2024
Summary:
Background:
Prior research has documented the pervasive influence that peers can exert on adolescents’ lives. However, knowledge on whether adolescents’ perceptions of the quality of the teacher's instruction are also prone to peer influences is lacking.
Method:
This study (N = 248 German adolescents) used longitudinal social network analysis to investigate whether (a) friends become more similar in their teaching quality perceptions (influence effects) and/or whether (b) students with initially more similar perceptions of teaching quality were more likely to become friends (selection effects). We also explored whether (c) students with more positive teaching quality perceptions were better integrated socially.
Results:
We did not find support for influence or selection effects. However, students who rated their teacher's instruction more positively were better integrated socially.
Conclusions:
Our work adds to research on the role of peers in adolescence and enhances our understanding of peer influences on students’ perceptions of instruction.
Published in
Trends in Neuroscience and Education
Volume
Volume: 35:100224
DOI
https://doi.org/10.1016/j.tine.2024.100224
ISSN
22119493
Subjects
Notes
Open Access
Under a Creative Commons license
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