Seeing the teacher through my peers' eyes? A social network study on adolescents' teaching quality perceptions.
Adolescence
Social network
Student ratings
Teacher support
Teaching quality
Journal
Trends in neuroscience and education
ISSN: 2211-9493
Titre abrégé: Trends Neurosci Educ
Pays: Germany
ID NLM: 101613233
Informations de publication
Date de publication:
Jun 2024
Jun 2024
Historique:
received:
06
03
2024
revised:
10
04
2024
accepted:
12
04
2024
medline:
16
6
2024
pubmed:
16
6
2024
entrez:
15
6
2024
Statut:
ppublish
Résumé
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. 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. We did not find support for influence or selection effects. However, students who rated their teacher's instruction more positively were better integrated socially. Our work adds to research on the role of peers in adolescence and enhances our understanding of peer influences on students' perceptions of instruction.
Sections du résumé
BACKGROUND
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
METHODS
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
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
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.
Identifiants
pubmed: 38879196
pii: S2211-9493(24)00005-X
doi: 10.1016/j.tine.2024.100224
pii:
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
100224Informations de copyright
Copyright © 2024 The Authors. Published by Elsevier GmbH.. All rights reserved.
Déclaration de conflit d'intérêts
Declaration of competing interest None