Статті в журналах: "Networks of friends, classroom peer"

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Shin, Huiyoung. "Social contagion of academic behavior: Comparing social networks of close friends and admired peers." PLOS ONE 17, no. 3 (March 24, 2022): e0265385. http://dx.doi.org/10.1371/journal.pone.0265385.

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Peer relations become significant socializing agents for diverse behaviors during adolescence. This study investigated relationship selection and social influence of early adolescents’ close friends and admired peers with regard to academic behavioral engagement. A stochastic actor-based model of social network analysis was used to examine classroom social networks across 2 waves (Mage = 11.46; N = 542) based on peer nominations. Adolescents were asked to nominate their “close friends they hang around with and talk to the most” and peers that they “admire, respect, and want to be like” Results indicated that adolescents who were similar in academic engagement more often became friends. Also, close friends’ and admired peers’ academic engagement contributed to adolescents’ own academic engagement over time. The results suggest that both close friends and admired peers are important channels for social contagion of academic behavior and that examining social relations beyond friends are important for advancing our understanding of peer social influence during adolescence.

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Scharenberg, Katja, Sebastian Röhl, and Wolfram Rollett. "Who Are Your Friends in Class?" Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 52, no. 3-4 (July 2020): 75–87. http://dx.doi.org/10.1026/0049-8637/a000230.

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Abstract. Educational settings such as classrooms provide important opportunities for social learning through interactions with peers. Our paper addresses the research question of whether and to what extent classroom composition characteristics make a difference. We carried out multilevel analyses based on a sample of n = 791 students in 48 classrooms (grades 5 – 7) in inclusive lower-secondary comprehensive schools in Baden-Württemberg (Germany). 22.6 % of the variance in students’ reciprocal friendship nominations were attributable to classroom-level differences. A higher average socioeconomic status and, respectively, a lower percentage of immigrant students negatively affected the number of reciprocal friendship nominations within classrooms. These results indicate that more privileged classroom settings can be related to less dense friendship networks of students. Our findings can be understood as an impulse to consider contextual factors when evaluating and addressing the social structure of classrooms in research and practice.

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Raabe, Isabel J., Zsófia Boda, and Christoph Stadtfeld. "The Social Pipeline: How Friend Influence and Peer Exposure Widen the STEM Gender Gap." Sociology of Education 92, no. 2 (January 29, 2019): 105–23. http://dx.doi.org/10.1177/0038040718824095.

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Individuals’ favorite subjects in school can predetermine their educational and occupational careers. If girls develop weaker preferences for science, technology, engineering, and math (STEM), it can contribute to macrolevel gender inequalities in income and status. Relying on large-scale panel data on adolescents from Sweden (218 classrooms, 4,998 students), we observe a widening gender gap in preferring STEM subjects within a year (girls, 19 to 15 percent; boys, 21 to 20 percent). By applying newly developed random-coefficient multilevel stochastic actor-oriented models on social network data (27,428 friendships), we investigate how social context contributes to those changes. We find strong evidence that students adjust their preferences to those of their friends (friend influence). Moreover, girls tend to retain their STEM preferences when other girls in their classroom also like STEM (peer exposure). We conclude that these mechanisms amplify preexisting preferences and thereby contribute to the observed dramatic widening of the STEM gender gap.

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Ferreira, Milene, Cecília Aguiar, Nadine Correia, Margarida Fialho, and Júlia Serpa Pimentel. "Social Experiences of Children With Disabilities in Inclusive Portuguese Preschool Settings." Journal of Early Intervention 39, no. 1 (December 1, 2016): 33–50. http://dx.doi.org/10.1177/1053815116679414.

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Based on peer sociometric reports, we examined how number of friendships, social acceptance, and characteristics of social networks vary as a function of disability profile. We also investigated teachers’ awareness of the sociometric status of young children with disabilities. Participants were 86 children with disabilities (63 boys) enrolled in inclusive preschool classrooms of the Metropolitan Area of Lisbon, Portugal ( Mage = 67.33 months, SD = 10.54). Findings suggest that children with severe or sociobehavioral disabilities may be at increased risk of social rejection and isolation, having fewer friends and lower social network centrality than children with mild disabilities. Low agreement between teachers’ classifications of the social status of children with disabilities and classifications based on peer nominations raises concerns about their awareness of processes of social rejection and neglect. Findings highlight the need for interventions to support positive social experiences at the dyadic and group levels in Portuguese inclusive preschool classrooms.

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Quiroga, Enedina, Arrate Pinto-Carral, Isaías García, Antonio Molina, Tania Fernández-Villa, and Vicente Martín. "The Influence of Adolescents’ Social Networks on Alcohol Consumption: A Descriptive Study of Spanish Adolescents Using Social Network Analysis." International Journal of Environmental Research and Public Health 15, no. 9 (August 21, 2018): 1795. http://dx.doi.org/10.3390/ijerph15091795.

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In adolescence, friends are important due to their influence on the acquisition of habits such as alcohol consumption. However, there is a lack of studies that describe the structural context of adolescents, which would be useful to implement prevention strategies. Therefore, our research question was how adolescent friendship networks influence alcohol consumption. Our goal was to determine the structural profile of adolescent at-risk alcohol users and their relational context in the classroom. We designed a descriptive cross-sectional study based on social network analysis to analyze structural patterns. We recruited 195 students. Social-network and alcohol-consumption variables were analyzed using the UCINET and STATA programs. Some 86.67% of participants had consumed alcohol at some time in their lives and the prevalence of at-risk alcohol use was higher in females (50.48% vs. 49.52%; OR: 1.84; CI 95%: 0.99–3.43%; p = 0.036). The lower the intensity of friendship, the more contacts adolescent at-risk alcohol users had within the network, and the easier it was for them to access their peers. Consequently, we conclude that the structure of a class is a key factor that merits further research.

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Berger, Christian, Mariola Claudia Gremmen, Diego Palacios, and Eduardo Franco. "“Would You Be My Friend?”: Friendship Selection and Contagion Processes of Early Adolescents Who Experience Victimization." Journal of Early Adolescence 39, no. 9 (January 28, 2019): 1286–310. http://dx.doi.org/10.1177/0272431618824753.

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Victimization in early adolescence can have severe negative consequences later in life. Friendships are especially important in this time period. The present study investigated friendship selection and influence (contagion) processes with regard to victimization, as well as prosocial and aggressive characteristics of victims’ friends. Using social network analyses (RSiena), we longitudinally analyzed data of five fourth-grade classrooms, including 185 students (56.8% girls; [Formula: see text] age at Time 1 = 10 years old). Results showed that early adolescents who experience peer victimization were not likely to select peers with similar levels of victimization as friends but selected prosocial peers as friends. Moreover, friends did not become more similar over time in their victimization levels. Prosocial students selected similar peers as friends. The discussion highlights the relevance of fostering positive peer relations for targeting victimization and discusses the defending role of friends in victimization situations.

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Murphy, Alexandrea Danielle, Derrick Gordon, Hans Sherrod, Victoria Dancy, and Trace Kershaw. "Friends, Family, and Foes." American Journal of Men's Health 7, no. 3 (November 26, 2012): 228–42. http://dx.doi.org/10.1177/1557988312467816.

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Fathers can play an important role in child development and family functioning. However, little is known about the influence of paternal perceptions of fatherhood involvement or the influence of fathers’ peer networks. We explored the network characteristics (density, closeness, and degree centrality) and peer norms regarding sex, fatherhood, and other risk behaviors of 52 urban adult males in New Haven, Connecticut. Results identify that engagement in high-risk sexual behavior was associated with fatherhood involvement, with 88% of less involved fathers engaging in high-risk sexual behavior ( p = .004). Denser networks were positively correlated with unfavorable peer norms such as cheating on a partner or drinking or using drugs ( p < .05). Our findings suggest that peer networks are important to father’s health and behavior and that father’s behaviors may be affected by peer norms. Interventions designed for men may be strengthened by including peers in programming and by addressing norms and norm changing.

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Müller, Christoph Michael, Verena Hofmann, Janine Fleischli, and Felix Studer. "Classroom Peer Influence From the Entire Class, Dominant Students, and Friends." Journal of Cognitive Education and Psychology 15, no. 1 (2016): 122–45. http://dx.doi.org/10.1891/1945-8959.15.1.122.

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Recent research indicates that the development of antisocial behavior among students is influenced by the behavioral characteristics of their classmates. However, not all peers in a given class may exert the same influence. Thus, we examined the extent to which individual development is predicted by the perceived proportion of all students with antisocial behavior in the classroom, socially dominant students, and friends. A short-term longitudinal study comprising 4 measurements was conducted on 7th-grade students. In total, 825 students completed self- and peer-reports on aggressive, delinquent, and disruptive classroom behavior. Longitudinal, multilevel negative binomial analyses showed that the perceived characteristics of the entire classroom, dominant students, and friends in one’s class significantly predicted self-reported aggressive and disruptive behavioral development but not delinquency. The impact of the 3 social groups under study in this regard did not differ significantly. Classroom effects were independent of students’ out-of-classroom friend influences.

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Currie, Jeanne. "Supporting Learners Within a Secondary School Context Using the My FRIENDS Youth Skills for Life Programme: Five Participants and Their Experience." Kairaranga 17, no. 2 (July 1, 2016): 43–50. http://dx.doi.org/10.54322/kairaranga.v17i2.209.

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The My FRIENDS Youth Skills for Life programme is a group cognitive behaviour therapy (CBT) based programme and was used with a group of five young secondary students who had previously experienced difficulty with emotional regulation, peer relationships and discipline at school. A mixed method approach was used and included screening questionnaires, school record data and participant feedback. Themes identified include emotional regulation, peer relationships, discipline, and classroom referrals. The mean result for emotional regulation did not reveal substantial change, however, on an individual level, one participant improved and one reduced. Peer relationships demonstrated an overall improvement. Discipline and classroom referrals reduced and the participant’s recognitions (acknowledgements) increased at school. The results of the research project indicate that the My FRIENDS Youth Skills for Life programme assisted participants with developing life management skills, namely emotional regulation, developing peer and teacher relationships, and problem-solving.

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Asscheman, J. Susanne, Jin He, Susanne Koot, J. Marieke Buil, Lydia Krabbendam, and Pol A. C. van Lier. "Classroom peer preferences and the development of sharing behavior with friends and others." International Journal of Behavioral Development 44, no. 5 (March 25, 2020): 412–23. http://dx.doi.org/10.1177/0165025420911094.

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This study examined the sex-specific developmental trajectories of sharing behavior in the Dictator Game with an anonymous other, best friend, and disliked peer and associations with peer likeability and peer dislikeability in 1,108 children (50.5% boys) followed annually across grades 2–6 (ages 8–12) of elementary school. Results showed that sharing with an anonymous other and disliked peer remained stable over time. Sharing with a best friend decreased slightly between grades 2 and 5 and then remained stable. Girls consistently shared more with all recipients than boys. Moreover, children who were liked by classmates shared more with a best friend, while disliked children shared less with all recipients. Findings emphasize the importance of considering characteristics of both recipient and actor when studying the development of sharing behavior.

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Dimmit, Laura, Caitlan Maxwell, and Chelsea Nesvig. "Librarians as critical friends: Developing a sustainable peer observation process." College & Research Libraries News 80, no. 4 (April 4, 2019): 216. http://dx.doi.org/10.5860/crln.80.4.216.

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Librarians at the University of Washington- Bothell and Cascadia College Campus Library engage in information literacy instruction offered in targeted courses across the curriculum. A focus of these targeted courses is multiple sections of 100-level college introduction and research writing. Most classroom instruction happens by a single librarian in front of a group of students and a faculty member. With approximately 15 librarians engaging in an average of 10 to 12 instruction workshops each academic quarter, our instruction program is robust and dynamic but lacks a built-in mechanism for observation and feedback.

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Zingora, Tibor, Tobias H. Stark, and Andreas Flache. "Who is most influential? Adolescents’ intergroup attitudes and peer influence within a social network." Group Processes & Intergroup Relations 23, no. 5 (September 4, 2019): 684–709. http://dx.doi.org/10.1177/1368430219869460.

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Research has shown that adolescents’ intergroup attitudes are subject to friends’ influence, but it remains unknown if certain friends are more influential than others. Popular adolescents may be especially influential of their friends’ intergroup attitudes because they can set peer norms. We examined several indicators of popularity in social networks as possible determinants of social influence: sociometric popularity, prestige popularity, being a clique leader, and frequency of contact with friends. Longitudinal analysis of adolescents’ friendship networks (12–13 years, N = 837) allowed estimating influence of friends on adolescents’ intergroup attitudes, while controlling for the tendency of adolescents to befriend peers with similar intergroup attitudes. Results showed that adolescents’ intergroup attitudes changed in the direction of friends’ intergroup attitudes. Only peers who are popular in terms of having many friends (sociometric popular) were especially influential of their friends’ intergroup attitudes. These findings may inform future interventions aiming to reduce prejudice.

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Wagner, Lisa. "Good Character Is What We Look for in a Friend: Character Strengths Are Positively Related to Peer Acceptance and Friendship Quality in Early Adolescents." Journal of Early Adolescence 39, no. 6 (August 10, 2018): 864–903. http://dx.doi.org/10.1177/0272431618791286.

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This study investigates the role of character strengths in peer relationships among early adolescents. A sample of students ( N = 339; [Formula: see text] age = 12.84 years, 53.1% female) nominated friends in the classroom and completed assessments of character strengths, the desirability and importance of character strengths in a friend, and friendship quality. Results indicate that the character strengths of honesty, humor, kindness, and fairness were most desirable and important in a friend. Perspective, love, kindness, social intelligence, teamwork, leadership, and humor were associated with higher peer acceptance. Dyadic analyses of mutual best friends suggested that a number of character strengths were also positively related to friend-rated friendship quality. Overall, the results demonstrate the relevance of character strengths for positive peer relationships in adolescents.

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Daniel, Erik, and Florian Tschorsch. "IPFS and Friends: A Qualitative Comparison of Next Generation Peer-to-Peer Data Networks." IEEE Communications Surveys & Tutorials 24, no. 1 (2022): 31–52. http://dx.doi.org/10.1109/comst.2022.3143147.

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adams, jimi, Elizabeth M. Lawrence, Joshua A. Goode, David R. Schaefer, and Stefanie Mollborn. "Peer Network Processes in Adolescents’ Health Lifestyles." Journal of Health and Social Behavior 63, no. 1 (November 22, 2021): 125–41. http://dx.doi.org/10.1177/00221465211054394.

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Combining theories of health lifestyles—interrelated health behaviors arising from group-based identities—with those of network and behavior change, we investigated network characteristics of health lifestyles and the role of influence and selection processes underlying these characteristics. We examined these questions in two high schools using longitudinal, complete friendship network data from the National Longitudinal Study of Adolescent to Adult Health. Latent class analyses characterized each school’s predominant health lifestyles using several health behavior domains. School-specific stochastic actor-based models evaluated the bidirectional relationship between friendship networks and health lifestyles. Predominant lifestyles remained stable within schools over time, even as individuals transitioned between lifestyles. Friends displayed greater similarity in health lifestyles than nonfriend dyads. Similarities resulted primarily from teens’ selection of friends with similar lifestyles but also from teens influencing their peers’ lifestyles. This study demonstrates the salience of health lifestyles for adolescent development and friendship networks.

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Kibler, Amanda K., Lauren Molloy Elreda, Vonna L. Hemmler, Miriam R. Arbeit, Rebecca Beeson, and Haley E. Johnson. "Building Linguistically Integrated Classroom Communities: The Role of Teacher Practices." American Educational Research Journal 56, no. 3 (October 13, 2018): 676–715. http://dx.doi.org/10.3102/0002831218803872.

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Adolescents’ peer networks tend to segregate by relative language proficiency, but students from all linguistic backgrounds benefit academically from classroom peer relationships both within and across English learner (EL) and non-EL classified groups. We drew upon social network analysis of student survey data in 46 English and math middle school classrooms and qualitative analysis of a subset of these classrooms (N = 10) to address the following: (a) How do demographics differ in classrooms with more or less academic peer network linguistic integration? and (b) How do teachers’ classroom practices relate to differences in the linguistic integration of students’ academic peer networks? Findings from this analysis add to the literature on the complex relationships between classroom characteristics, linguistic integration, and teacher practices.

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Turnuklu, Abbas, Tarkan Kacmaz, Dilara Sunbul, and Hatice Ergul. "Effects of Conflict Resolution and Peer Mediation Training in a Turkish High School." Australian Journal of Guidance and Counselling 20, no. 1 (July 1, 2010): 69–80. http://dx.doi.org/10.1375/ajgc.20.1.69.

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AbstractThe purpose of the research was to examine the effectiveness of Conflict Resolution and Peer Mediation (CRPM) training on high school students' interpersonal conflicts. The CRPM training program was developed by the researchers as a 31-hour program that addressed four basic conflict resolution skills; understanding the nature of interpersonal conflicts, communication skills, anger management skills, and negotiation and peer mediation skills. The study was conducted in a high school located in Izmir, Turkey which served students from low SES families. During the two-year study, a total of 830 students received training, and following the training, 12 peer mediator students were elected from each classroom by their friends. These peer mediators handled their friends' conflicts during three semesters. Data were collected through the peer mediation forms filled by the mediator students following the mediation sessions. A total of 253 mediation sessions were held; 240 (94.9%) resulted in resolution and 13 (5.1%) in no-resolution. Results of the study indicated that CRPM training could prove to be effective in resolving high school students' conflicts.

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Rachmasari, Devi. "COOPERATIVE-CLASSROOM ACTIVITIES TO IMPROVE STUDENTS’ COMPREHENSION IN LANGUAGE ACQUISITION." Sosial & Humaniora 7, no. 1 (December 20, 2013): 1. http://dx.doi.org/10.24123/jsh.v7i1.674.

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Joyful and cooperative learning athmosphere will truly imboost students’ learning. Moreover over past sixty years the language teaching focus shift to students centered learning. Indeed cooperative learning is mostly advocated. In cooperative learning, students develop their own understanding of teaching materials while at the same time, they also encourage and help their friends in the same groups to comprehend teaching materials and get better understanding. All group members must be active and have responsibility to achieve group’s goal. The role of teachers to monitor the group process and result is essential so there will be no dependent member.Most study showed that cooperative learning is able to encourage students to overcome their difficulties in language learning since peer discussion and peer support help them. Thus, students’ comprehension in language learning improves.

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Leigers, Kelly, Harold L. Kleinert, and Erik W. Carter. "“I Never Truly Thought About Them Having Friends”." Rural Special Education Quarterly 36, no. 2 (May 25, 2017): 73–83. http://dx.doi.org/10.1177/8756870517707711.

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Students with severe disabilities often experience limited social participation and few friendships at school. We describe a project to equip school teams to implement peer support arrangements and peer networks focused on friendships, inclusion, and learning. We adopted a phenomenological qualitative approach to learn how participants viewed these interventions within their schools, issues emerging during implementation, and the impact of these interventions. We discuss themes surrounding (a) the impact of the context and structure of the school on implementation, (b) participants’ views on professional development related to these interventions, and (c) impact on students, peers, and the broader school community.

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Badis, Lyes, Mourad Amad, Djamil Aïssani, and Sofiane Abbar. "P2PCF: A collaborative filtering based recommender system for peer to peer social networks." Journal of High Speed Networks 27, no. 1 (March 29, 2021): 13–31. http://dx.doi.org/10.3233/jhs-210649.

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The recent privacy incidents reported in major media about global social networks raised real public concerns about centralized architectures. P2P social networks constitute an interesting paradigm to give back users control over their data and relations. While basic social network functionalities such as commenting, following, sharing, and publishing content are widely available, more advanced features related to information retrieval and recommendation are still challenging. This is due to the absence of a central server that has a complete view of the network. In this paper, we propose a new recommender system called P2PCF. We use collaborative filtering approach to recommend content in P2P social networks. P2PCF enables privacy preserving and tackles the cold start problem for both users and content. Our proposed approach assumes that the rating matrix is distributed within peers, in such a way that each peer only sees interactions made by her friends on her timeline. Recommendations are then computed locally within each peer before they are sent back to the requester. Our evaluations prove the effectiveness of our proposal compared to a centralized scheme in terms of recall and coverage.

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Badev, Anton. "Nash Equilibria on (Un)Stable Networks." Econometrica 89, no. 3 (2021): 1179–206. http://dx.doi.org/10.3982/ecta12576.

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In response to a change, individuals may choose to follow the responses of their friends or, alternatively, to change their friends. To model these decisions, consider a game where players choose their behaviors and friendships. In equilibrium, players internalize the need for consensus in forming friendships and choose their optimal strategies on subsets of k players—a form of bounded rationality. The k‐player consensual dynamic delivers a probabilistic ranking of a game's equilibria, and via a varying k, facilitates estimation of such games. Applying the model to adolescents' smoking suggests that: (a) the response of the friendship network to changes in tobacco price amplifies the intended effect of price changes on smoking, (b) racial desegregation of high schools decreases the overall smoking prevalence, (c) peer effect complementarities are substantially stronger between smokers compared to between nonsmokers.

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Bamberger, Peter, and William J. Sonnenstuhl. "Peer Referral Networks and Utilization of a Union-Based Eap." Journal of Drug Issues 25, no. 2 (April 1995): 291–312. http://dx.doi.org/10.1177/002204269502500206.

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Although peers have always played a critical role in referring co-workers to union-based alcohol and mental health programs, relatively little is known about those referral processes. This exploratory study fills that gap by reporting upon the role of peer referral networks in the Association of Flight Attendants Employee Assistance Program (AFA EAP.) Our exploratory findings suggest that the utilization rate of chemically-dependent co-workers is related to the size of the EAP's network of friends and supporters, quality of labor-management relations, and a positive belief in co-workers' recovery. Overall utilization is related to the union's multiple subcultures.

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Jones, Nicola, Kate Pincock, Kassahun Tilahun, and Workneh Yadete. "�When I play football with my friends � there is no time that I feel sad�: an exploration of adolescents� friendship networks in Ethiopia." Journal of the British Academy 10s2 (2022): 37–56. http://dx.doi.org/10.5871/jba/010s2.037.

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The patterning and role of adolescent peer networks in low- and middle-income countries is under-researched and dominated by a �crisis childhoods� framing. Using qualitative research in Ethiopia, this paper seeks to counter this framing, exploring how gender, marital status, location and disability shape adolescent friendships, in-person and online. Our findings show that trusted friends provide emotional support and information, including about academic studies, work, puberty and marriage, but the peer networks available largely depend on gender and location. Urban adolescents, especially boys, are more likely to have friendships and older peer mentors linked to in-school and community-based adolescent clubs, and online peer networks, while their rural counterparts are more likely to participate in adolescent-only cultural traditions. Married girls and adolescents with disabilities appear to have fewer opportunities to establish peer networks, due to restrictive social norms and discrimination. The paper concludes by highlighting the context-specific and gendered dynamics of peer networks and children�s cultures in shaping adolescent development and wellbeing.

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Adeagbo, Oluwafemi Atanda, Janet Seeley, Dumsani Gumede, Sibongiseni Xulu, Nondumiso Dlamini, Manono Luthuli, Jaco Dreyer, et al. "Process evaluation of peer-to-peer delivery of HIV self-testing and sexual health information to support HIV prevention among youth in rural KwaZulu-Natal, South Africa: qualitative analysis." BMJ Open 12, no. 2 (February 2022): e048780. http://dx.doi.org/10.1136/bmjopen-2021-048780.

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ObjectivePeer-to-peer (PTP) HIV self-testing (HIVST) distribution models can increase uptake of HIV testing and potentially create demand for HIV treatment and pre-exposure prophylaxis (PrEP). We describe the acceptability and experiences of young women and men participating in a cluster randomised trial of PTP HIVST distribution and antiretroviral/PrEP promotion in rural KwaZulu-Natal.MethodsBetween March and September 2019, 24 pairs of trained peer navigators were randomised to two approaches to distribute HIVST packs (kits+HIV prevention information): incentivised-peer-networks where peer-age friends distributed packs within their social network for a small incentive, or direct distribution where peer navigators distributed HIVST packs directly. Standard-of-care peer navigators distributed information without HIVST kits. For the process evaluation, we conducted semi-structured interviews with purposively sampled young women (n=30) and men (n=15) aged 18–29 years from all arms. Qualitative data were transcribed, translated, coded manually and thematically analysed using an interpretivist approach.ResultsOverall, PTP approaches were acceptable and valued by young people. Participants were comfortable sharing sexual health issues they would not share with adults. Coupled with HIVST, peer (friends) support facilitated HIV testing and solidarity for HIV status disclosure and treatment. However, some young people showed limited interest in other sexual health information provided. Some young people were wary of receiving health information from friends perceived as non-professionals while others avoided sharing personal issues with peer navigators from their community. Referral slips and youth-friendly clinics were facilitators to PrEP uptake. Family disapproval, limited information, daily pills and perceived risks were major barriers to PrEP uptake.ConclusionBoth professional (peer navigators) and social network (friends) approaches were acceptable methods to receive HIVST and sexual health information. Doubts about the professionalism of friends and overly exclusive focus on HIVST information materials may in part explain why HIVST kits, without peer navigators support, did not create demand for PrEP.

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Kashem, Zerin. "Preconception Peer Educators: Spreading the Word." Undergraduate Journal of Service Learning & Community-Based Research 3 (November 22, 2014): 1–5. http://dx.doi.org/10.56421/ujslcbr.v3i0.173.

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Service learning gives students an invaluable opportunity to engage with community members outside of the classroom, allowing them to establish networks within the community. They actively participate in the community and then apply their experience to their personal and academic development. Students address a real need of the community and during this process they enhance their social skills and civic responsibility.

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Rahim, Nurul Zahirah Abd, Nurun Najwa Bahari, Nur Syaza Mohd Azzimi, Zamira Hasanah Zamzuri, Hafizah Bahaludin, Nurul Farahain Mohammad, and Fatimah Abdul Razak. "Comparing Friends and Peer Tutors Amidst COVID-19 Using Social Network Analysis." Mathematics 11, no. 4 (February 20, 2023): 1053. http://dx.doi.org/10.3390/math11041053.

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COVID-19 has drastically changed the teaching patterns of higher education from face-to-face to online learning, and it has also affected students’ engagement socially and academically. Understanding the nature of students’ engagement during online learning can help in identifying related issues so that various initiatives can be implemented in adapting to this situation. In this study, social network analysis is conducted to gain insights on students’ engagement during COVID-19. Directed and weighted networks were used to visualize and analyze friendship as well as peer tutor networks obtained from online questionnaires answered by all students in the class. Contrasting friends and peer tutors reveals some hidden interactions between students and shines some light on dynamics of the online learning community. The results indicate that, popular and important peer tutors may not be high achievers and thus possibly contributing to the spread of misinformation in the online learning community. By comparing weighted indegree and betweenness centrality values, we suggest approaches to cultivate a healthy online learning community. This study highlights the use of social network analysis to assist and monitor students’ engagement and further formulate strategies in order to make the class a conducive online learning community, particularly in the advent of online learning in higher education institutions.

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Yohros, Alexis, and Gregory M. Zimmerman. "Does the Residential Landscape Contextualize Friendships? Examining the Causes and Consequences of Affiliating with Older Friends." Journal of Research in Crime and Delinquency 57, no. 5 (January 22, 2020): 571–611. http://dx.doi.org/10.1177/0022427819900644.

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Objectives: Examine the relationships among structural disadvantage, friendship network age composition, and violent offending by investigating the contextual and individual etiology of affiliating with older friends and exploring the mechanisms that link friendship network age composition to violent offending. Method: Hierarchical linear models analyze 8,481 respondents distributed across 1,485 census tracts from the National Longitudinal Study of Adolescent to Adult Health. Social network data are used to construct a measure of the proportion of a respondent’s friendship network that is at least one grade older than the respondent. Results: Consistent with hypotheses, structural disadvantage increases affiliations with older friends, older friendship networks report higher levels of violence, and affiliating with older friends increases violence among respondents. Contrary to expectations, the influence of affiliating with older friends on respondent violence decreases, rather than increases, as levels of violence in the friendship network increase. Conclusions: The results shed light on the inextricable linkages among social context, friendship network composition, and sociobehavioral outcomes among youth. The findings inform peer mentoring program evaluations observing iatrogenic effects via peer deviancy.

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Lintner, Tomáš, and Zuzana Šalamounová. "Classroom Space and Student Positions in Peer Social Networks: An Exploratory Study." Studia paedagogica 26, no. 2 (August 8, 2021): 49. http://dx.doi.org/10.5817/sp2021-2-3.

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Sanchagrin, Kenneth, Karen Heimer, and Anthony Paik. "Adolescent Delinquency, Drinking, and Smoking." Youth & Society 49, no. 6 (December 18, 2014): 805–26. http://dx.doi.org/10.1177/0044118x14563050.

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Youths who have deviant and delinquent friends are more likely to engage in delinquency. Interestingly, most quantitative studies of the association between deviant peers and deviant behavior have assumed that all peer connections have similar effects. Yet, it is possible that peer influence may vary depending on the characteristics of peers. Using social network data from two waves of the National Longitudinal Survey of Adolescent to Adult Health, this study examines the impact of same-sex and cross-sex friendships on deviance and delinquency in adolescent networks. The findings demonstrate that peer association is a significant predictor of delinquency for males, although its effects depend on the gender of boys’ friends. For females, by contrast, the link between associating with deviant peers and behavior is minimal once the stable characteristics of individuals are taken into account. Rather, social bonds are the most important predictors of delinquency.

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Hjerm, Mikael, Maureen A. Eger, and Rickard Danell. "Peer Attitudes and the Development of Prejudice in Adolescence." Socius: Sociological Research for a Dynamic World 4 (January 1, 2018): 237802311876318. http://dx.doi.org/10.1177/2378023118763187.

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According to a number of psychological and sociological theories, individuals are susceptible to social influence from their immediate social environment, especially during adolescence. An important social context is the network of one’s peers. However, data limitations, specifically a lack of longitudinal data with information about respondents’ social networks, have limited previous analyses of the relationship between peers and prejudice over time. In this article, we rely on a five-wave panel of adolescents, aged either 13 or 16 in wave 1 (N = 1,009). We examine the effects of this social context on prejudice by focusing on nominated friends’ attitudes, attitudes of prestigious peers, and respondents’ own positions in their networks. Results indicate that the level of prejudice among peers affects individual prejudice over time. Results also show that both prestigious and nonprestigious peers affect prejudice. Finally, adolescents’ own positions in their networks matter: Network centrality is inversely related to prejudice.

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Kornienko, Olga, Thao Ha, and Thomas J. Dishion. "Dynamic pathways between rejection and antisocial behavior in peer networks: Update and test of confluence model." Development and Psychopathology 32, no. 1 (February 6, 2019): 175–88. http://dx.doi.org/10.1017/s0954579418001645.

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AbstractThe confluence model theorizes that dynamic transactions between peer rejection and deviant peer clustering amplify antisocial behavior (AB) within the school context during adolescence. Little is known about the links between peer rejection and AB as embedded in changing networks. Using longitudinal social network analysis, we investigated the interplay between rejection, deviant peer clustering, and AB in an ethnically diverse sample of students attending public middle schools (N = 997; 52.7% boys). Adolescents completed peer nomination reports of rejection and antisocial behavior in Grades 6–8. Results revealed that rejection status was associated with friendship selection, and adolescents became rejected if they were friends with others who were rejected. Youth befriended others with similar levels of AB. Significant patterns of peer influence were documented for AB and rejection. As hypothesized, rejected youth with low AB were more likely to affiliate with others with high AB instead of similarly low AB. In contrast, nonrejected youth preferred to befriend others with similarly high or low AB. Results support an updated confluence model of a joint interplay between rejection and AB as ecological conditions that lead to self-organization into deviant clusters in which peer contagion on problem behaviors operates.

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Grütter, Jeanine, and Linda R. Tropp. "How friendship is defined matters for predicting intergroup attitudes: Shared activities and mutual trust with cross-ethnic peers during late childhood and early adolescence." International Journal of Behavioral Development 43, no. 2 (September 30, 2018): 128–35. http://dx.doi.org/10.1177/0165025418802471.

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We examined how two different definitions of cross-ethnic friendships, namely reciprocal peer nominations for shared activities and mutual trust, predict attitudes towards immigrant students among non-immigrant Swiss children and early adolescents ( N = 309). Among both Swiss children and early adolescents, only the number of mutually trusting peer nominations with immigrant students, but not the number of mutual nominations for shared activities, positively predicted inclusive intergroup attitudes. In addition, the perception of cooperation on a common goal in the classroom positively correlated with the number of cross-ethnic—but not same-ethnic—friends whom students trusted. We discuss the implications of our findings in relation to developmental research on the antecedents of intergroup attitudes and positive cross-ethnic relationships among children and early adolescents.

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Goodman, Michael L., Eve S. Puffer, Philip H. Keiser, and Stanley Gitari. "Suicide clusters among young Kenyan men." Journal of Health Psychology 25, no. 7 (December 1, 2017): 1004–13. http://dx.doi.org/10.1177/1359105317743803.

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Suicide is a leading cause of global mortality. Suicide clusters have recently been identified among peer networks in high-income countries. This study investigates dynamics of suicide clustering within social networks of young Kenya men ( n = 532; 18–34 years). We found a strong, statistically significant association between reported number of friends who previously attempted suicide and present suicide ideation (odds ratio = 1.9; 95% confidence interval (1.42, 2.54); p < 0.001). This association was mediated by lower collective self-esteem (23% of total effect). Meaning in life further mediated the association between collective self-esteem and suicide ideation. Survivors of peer suicide should be evaluated for suicide risk.

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Kreager, Derek A. "Unnecessary Roughness? School Sports, Peer Networks, and Male Adolescent Violence." American Sociological Review 72, no. 5 (October 2007): 705–24. http://dx.doi.org/10.1177/000312240707200503.

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This article examines the extent to which participation in high school interscholastic sports contributes to male violence. Deriving competing hypotheses from social control, social learning, and masculinity theories, I use data from the National Longitudinal Study of Adolescent Health to test if (1) type of sport and (2) peer athletic participation, contribute to the risks of male serious fighting. Contrary to social control expectations, analyses suggest that athletic involvement fails to inhibit male violence. Moreover, there is a strong relationship between contact sports and violence. Football players and wrestlers, as opposed to baseball, basketball, tennis, and other athletes, are significantly more likely than nonathletic males to be involved in a serious fight. Additionally, the direct effect of football is explained by the football participation of individuals' peers. Males whose friends play football are more likely to fight than other males, supporting perspectives that emphasize peer contexts as important mediators. Overall, findings are consistent with the expectations of social learning and masculinity arguments. The theoretical and policy implications of these results are discussed.

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Merani, M. L., M. Capetta, and D. Saladino. "Cooperation Among Members of Online Communities." International Journal of Wireless Networks and Broadband Technologies 1, no. 3 (July 2011): 1–14. http://dx.doi.org/10.4018/ijwnbt.2011070101.

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Today some of the most popular and successful applications over the Internet are based on Peer-to-Peer (P2P) solutions. Online Social Networks (OSN) represent a stunning phenomenon too, involving communities of unprecedented size, whose members organize their relationships on the basis of social or professional friendship. This work deals with a P2P video streaming platform and focuses on the performance improvements that can be granted to those P2P nodes that are also members of a social network. The underpinning idea is that OSN friends (and friends of friends) might be more willing to help their mates than complete strangers in fetching the desired content within the P2P overlay. Hence, an approach is devised to guarantee that P2P users belonging to an OSN are guaranteed a better service when critical conditions build up, i.e., when bandwidth availability is scarce. Different help strategies are proposed, and their improvements are numerically assessed, showing that the help of direct friends, two-hops away friends and, in the limit, of the entire OSN community brings in considerable advantages. The obtained results demonstrate that the amount of delivered video increases and the delay notably decreases, for those privileged peers that leverage their OSN membership within the P2P overlay.

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Meyer, Lori E., and Michaelene M. Ostrosky. "Identifying Classroom Friendships: Teachers’ Confidence and Agreement With Children." Topics in Early Childhood Special Education 38, no. 2 (March 21, 2018): 94–104. http://dx.doi.org/10.1177/0271121418763543.

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We conducted an exploratory study to investigate teachers’ confidence and agreement with children when teachers and children identified close classroom friendships. Participants comprised six kindergarten teachers and 110 children, including 26 children with disabilities. Data were gathered from a friendship nomination questionnaire completed by teachers and a friendship nomination task completed by children. On average, teachers accurately identified one peer that a target child also named as a “best friend.” Teachers also identified children selected as “very best friends” for 59% of their students when using a less conservative definition of very best friendship. Teachers reported being confident in identifying friendships, on average, for 39% of their class. However, greater confidence did not equate with more accurate reports. Although teachers were slightly more confident in their friendship reports for children with disabilities, they were also less accurate. Implications for supporting friendship development and future research are discussed.

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Dolcini, M. Margaret, Gary W. Harper, Susan E. Watson, Joseph A. Catania, and Jonathan M. Ellen. "Friends in the ‘hood: Should peer-based health promotion programs target nonschool friendship networks?" Journal of Adolescent Health 36, no. 3 (March 2005): 267.e6–267.e15. http://dx.doi.org/10.1016/j.jadohealth.2004.10.003.

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Ma, Junqiao, Wenfeng Zhou, Shili Guo, Xin Deng, Jiahao Song, and Dingde Xu. "Effects of Conformity Tendencies on Farmers’ Willingness to Take Measures to Respond to Climate Change: Evidence from Sichuan Province, China." International Journal of Environmental Research and Public Health 19, no. 18 (September 7, 2022): 11246. http://dx.doi.org/10.3390/ijerph191811246.

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Encouraging farmers to respond to climate change is very important for agricultural production and environmental governance. Based on the data of 540 farmers in Sichuan Province, China, the effects of conformity tendencies on farmers’ adaptive behavior decisions to climate change were analyzed using the binary logistic model and propensity score matching method (PSM). The results show that (1) relatives’ and friends’ adaptive behaviors to climate change positively affect farmers’ adaptive behaviors to climate change. (2) Compared with relatives and friends who do not visit each other during the New Year (weak ties), the climate change adaptation behavior of relatives and friends who visit each other during the New Year (strong ties) has a more significant impact on the climate change adaptation behavior of farmers. (3) Farmers with higher education levels and agricultural products without disaster experience are more significantly affected by peer effects and more inclined to take measures to respond to climate change. (4) Social networks and social trust play a partially mediating role in the peer effects of farmers’ adaptation to climate change, but there are differences between relatives and friends with different strong and weak ties.

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Woolard, Kathryn A. "Between friends: Gender, peer group structure, and bilingualism in urban Catalonia." Language in Society 26, no. 4 (December 1997): 533–60. http://dx.doi.org/10.1017/s0047404500021047.

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ABSTRACTA gap exists between studies of gender and language and studies of bilingualism. The considerable attention given by studies of discourse style to gender differences in friendship patterns is not reflected in research on bilingual communities. This ethnographic case study of high school students in the Barcelona area shows that gender differences in peer group structure can affect the use of the bilingual repertoire, even when there are no apparent sex differences in second language acquisition. In this setting, girls' friendship circles are more solidary and cohesive than boys'. Moreover, girls' groups are ethnically and linguistically homogeneous, while boys' social circles can be ethnically mixed and internally differentiated linguistically. Girls' friendships set stronger constraints on language behavior. In turn, boys and girls reap different social benefits and costs for their linguistic choices, with more serious consequences for girls' social identities and acceptance by peers. (Gender, sex differences, bilingualism, peer groups, language acquisition, social networks, language shift)

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Setiani, Rulik. "PEER ASSESSMENT EFFECT ON STUDENTS’ WRITING PERFORMANCE." Edukasi Lingua Sastra 19, no. 1 (April 28, 2021): 15–23. http://dx.doi.org/10.47637/elsa.v19i1.310.

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The aim of this study is to investigate peer assessment effect on students’ writing performance. Writing is one of activities that students should be learnt to achieve language ability especially in English, but the fact they often face difficulties when they write because they have to be able in organization, content, grammar, vocabulary, and mechanics, so it is important for them needs interaction and collaboration from their friends or peers to solve those difficulties together, it called as peer assessment. Peer assessment is a common activity used in writing classroom and it can increase students’ writing performance, it also can be beneficial for both writer and teacher. For the teacher, it helps him saving time in checking students’ works, further for students, peer assessment can assist and gain their performance quantitatively and/or qualitatively by stimulating the peers to discuss, reflect, and collaborate well. Peer assessment is very effective and to be more active and productive by interacting each other students and intended communication relates the error of poor organization, misuse of punctuation, the use of faulty sentences, inappropriate the diction and capitalization. It presents the students improvement of the writing performance.

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Guralnick, Michael J., Robert T. Connor, and L. Clark Johnson. "The Peer Social Networks of Young Children with Down Syndrome in Classroom Programmes." Journal of Applied Research in Intellectual Disabilities 24, no. 4 (January 7, 2011): 310–21. http://dx.doi.org/10.1111/j.1468-3148.2010.00619.x.

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Koyanagi, Yuka, Myo Nyein Aung, Motoyuki Yuasa, Miwa Sekine, and Okada Takao. "The Relation between Social Capital and Academic Motivation of Students: A Study of Health Professional Education in Japan." European Journal of Investigation in Health, Psychology and Education 11, no. 1 (February 9, 2021): 129–41. http://dx.doi.org/10.3390/ejihpe11010011.

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Academic motivation consists of reward-based extrinsic motivation and curiosity-based intrinsic motivation. Students studying at university or college develop several new social connections with friends, classmates, and teachers, in addition to their family and community. Belonging to their networks, students acquire opinions, appreciation, trust, and norms of the society. Whether those social connections enhance the motivation of university students for academic work is a question yet to be answered in the context of health profession education in Japan. Judo-therapist education is a form of health profession education in Japan. This study aimed to measure the academic motivation and social capital (SC) of judo-therapist students in Japan, and to find the relation between social capital and academic motivation. This cross-sectional study recruited a total of 2247 students applying multi-stage sampling across Japan. A Japanese version Academic Motivation Scale (AMS) measured the learning motivation in three constructs: (1) intrinsic motivation (IM); (2) extrinsic motivation (EM); and (3) amotivation (alpha 0.94). A newly-developed 46-itemed, 4-pointed scale measured social capital (SC) in five constructs: (1) family relations, (2) on-campus friends, (3) off-campus friends, (4) classroom social capital; and (5) regional social capital (alpha 0.85). Robust regression analysis treated all constructs of SC as independent variables and IM and EM as dependent variables respectively in the three models. Among the average level of constructs, the family SC average level was the highest. Classroom SC was less than family SC and community SC was the lowest. Intrinsic motivation is positively influenced by classroom SC the most, followed by family SC, on-campus friends’ SC, and community SC. Extrinsic motivation is positively influenced by classroom SC the most, followed by family SC, on-campus friends’ SC, and community SC. Amotivation is negatively influenced by social capital constructs except external friends’ SC. In conclusion, social connections have the power to enhance the motivation of university students’ academic work within health profession education. The relations, trust and bonds developed in the classroom may allow an adult learner’s motivation to evolve into autonomous intrinsic motivation and prevent amotivation.

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Huisman, Chip, and Jeroen Bruggeman. "The social network, socioeconomic background, and school type of adolescent smokers." International Journal of Behavioral Development 36, no. 5 (June 13, 2012): 329–37. http://dx.doi.org/10.1177/0165025412444078.

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The aim of this study is to examine the role of Dutch second grade (age 13–14) high school peer networks in mediating socioeconomic background and school type effects on smoking behavior. This study is based on a longitudinal design with two measurement waves at five different high schools, of the complete networks of second grader friendships, as well as their smoking behavior, school type, and parents’ educational level. The analysis is done by simulation investigation for empirical network analysis (SIENA) modeling that can control for friendship selection on the basis of smoking similarity when assessing friends’ influence on smoking. The findings show that, when controlling for friendship selection, the influence of friends still plays a significant role in adolescent smoking behavior, and suggests that socioeconomic background and school type effects on smoking are mediated by the friendship networks at school.

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Zhu, Ke, Chenyu Zhang, Tingyin Ding, Yuying Liu, Binhui Zhang, Minpeng Li, and Guangqi Zheng. "Dynamic Analysis of Social Networks of Learners’ Online Peers1 Interaction Behavior in Smoking Cession Education." Tobacco Regulatory Science 7, no. 5 (September 30, 2021): 3396–409. http://dx.doi.org/10.18001/trs.7.5.1.116.

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Objectives: We investigated the dynamic changes in the impact of online peer support on individual behavior, using the online smoking cessation community as an example. Methods: This study included a longitudinal sample of 52 adolescents (aged 17-21) who volunteered to quit smoking in an online smoking cessation community. We described an actor-based model for online friendship network-smoking cessation behavior co-evolution, using social network dynamic analysis to study the interaction between learners to explore the impact of online peer support on adolescent smoking cessation behavior. Results: Three RSiena models exhibited high goodness of fit in the structural effect part (The estimated values of the three reciprocity effect parameters were 1.7067, 1.07384, and 1.07401, respectively). The estimated value of the in-degree effect parameter of smoking cessation behavior influenced by network structure was 0.0934. Conclusions: Online peer support has a significant impact on the propensity for adolescents to select offline friends. The more online peers’ support, the better results of teenagers online smoking cessation. Online peer support significantly affects the changes in individual behaviors.

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Prochnow, Tyler, Thabo J. van Woudenberg, and Megan S. Patterson. "Network Effects on Adolescents’ Perceived Barriers to Physical Activity." Journal of Physical Activity and Health 17, no. 9 (September 1, 2020): 889–94. http://dx.doi.org/10.1123/jpah.2019-0655.

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Background: Adolescent physical activity (PA) is widely linked to positive health outcomes. Unfortunately, 80% of adolescents do not meet recommendations, which may be due to perceived barriers to PA. Peer interactions significantly affect adolescent PA behaviors. This study aims to analyze distribution of PA barriers throughout adolescent friendship networks and barriers’ associations with PA. Methods: Adolescents (N = 383, mean = 10.77 y, SD = 1.30 y, 51.4% male) reported frequency of experiencing PA barriers (body related, social, fitness, convenience, and resource) and names of their friends. Average steps and minutes of moderate- to vigorous-intensity PA per day were measured using accelerometers. Linear network autocorrelation models determined if friends perceived barriers similarly when compared with nonfriends and analyzed relationships between barriers and objective PA measures while controlling for network effects. Results: Moderate- to vigorous-intensity PA, steps per day, body-related barriers, and social barriers displayed significant network effects, suggesting significant association with the scores of their friends. Average steps per day were significantly associated with age, sex, and social barriers, while inversely associated with fitness barriers. Conclusions: This research suggests adolescents’ perceived PA barriers are significantly associated with those of their friends. Researchers and practitioners aiming to reduce barriers to PA among adolescents may wish to assess peer reinforcing effects.

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Cava, María-Jesús, Ester Ayllón, and Inés Tomás. "Coping Strategies against Peer Victimization: Differences According to Gender, Grade, Victimization Status and Perceived Classroom Social Climate." Sustainability 13, no. 5 (March 1, 2021): 2605. http://dx.doi.org/10.3390/su13052605.

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The Sustainable Development Goals (SDGs) include “Good Health and Well-being” (SDG3) and “Quality Education” (SDG4). Nevertheless, many students cannot achieve these goals if they suffer peer victimization at their schools, and intervention programs to reduce it are necessary. These programs should consider the possible differences in the coping strategies preferred by students according to some personal (e.g., gender, grade, victimization status) and contextual (e.g., perceived classroom social climate) factors to be more effective. Therefore, the objective of this study was to analyze the possible differences in the coping strategies preferred by students (ask a friend for help, ask a teacher for help, ask parents for help, not ask anyone for help, fighting back, avoid the aggressor and ask the aggressor why) to handle situations of relational, physical and verbal peer victimization according to their gender, school grade, victimization status and perceived classroom social climate. The sample comprised 479 students (52.2% boys, 47.8% girls) aged from 9 to 14 years (M = 11.21, SD = 1.52). The results showed that girls chose the strategies of asking friends or adults for help and asking the aggressor why more than boys, while boys chose the strategies of fighting back and not ask anyone for help more than girls. The coping strategy of asking a teacher for help was preferred more by students of lower school grades and by students with a positive perception of the classroom climate. Victimized students preferred the strategy of not asking anyone for help. These results may be useful for developing more effective intervention programs. These programs should aim to enhance the teacher–student relationship in upper school grades, help victimized students to inform about peer aggression situations and improve perceived classroom social climate.

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Saarinen, Minna K., Markku T. Jahnukainen, and Raija A. Pirttimaa. "The Social Networks of People with Intellectual Disabilities during the On-Campus Supported Adult Education Programme." Journal of Education and Learning 5, no. 2 (April 11, 2016): 302. http://dx.doi.org/10.5539/jel.v5n2p302.

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This article describes the social networks of four young people with intellectual disabilities in supported adult education, focusing on their inclusion in school and leisure environments. A multiple case study approach with content analysis was used. Data were collected through interviews with young people and their family members, relationship maps, observation journals and notes from Personal Futures Planning meetings. Relationships with family members, other relatives and neighbours were close. One participant had a friend of her own age with no disabilities. The other three had varying, superficial peer relationships and friends of the family. All the participants had heterogeneous relationship maps and had no difficulties in nominating the people who were important to them. All of them hoped to make friends with peers without disabilities.

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Brendgen, Mara, Frank Vitaro, William M. Bukowski, Ginette Dionne, Richard E. Tremblay, and Michel Boivin. "Can friends protect genetically vulnerable children from depression?" Development and Psychopathology 25, no. 2 (April 30, 2013): 277–89. http://dx.doi.org/10.1017/s0954579412001058.

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AbstractThe study examined whether reciprocal friendship quantity or quality can mitigate genetic vulnerability for depression symptoms in children. The sample comprised 168 monozygotic twin pairs and 126 same-sex dizygotic twin pairs assessed in Grade 4 (mean age = 10.04 years). Friendship participation was measured via reciprocal nominations of close friendships within the classroom. Friendship quality was measured through self-reports. Depression symptoms were measured through teacher and peer reports. Genetic vulnerability for depression symptoms was unrelated to friendship participation or the number of reciprocal friends, but it was negatively related to positive friendship quality. In line with gene–environment interaction, genetic risk effects on depression symptoms were mitigated in girls who had at least one close reciprocal friend. In boys, only moderate main effects of genetic vulnerability and friendship participation were found but no interaction between them. However, among boys with at least one reciprocal friend, a greater number of friends was related to fewer depression symptoms whereas no cumulative effect of friendship was found for girls. Finally, positive friendship quality was related to fewer depression symptoms in girls and boys even when controlling for genetic risk. The findings emphasize the importance of teaching social interactional skills that promote high-quality friendship relations to help prevent the development of depression symptoms in children.

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Sudjianto, Sudjianto. "PENERAPAN MODEL COOPERATIVE LEARNING METODE PEER LESSONS SEBAGAI UPAYA PENINGKATAN PRESTASI BELAJAR EKONOMI DI MA AL-MUJADDADIYYAH MADIUN." EQUILIBRIUM : Jurnal Ilmiah Ekonomi dan Pembelajarannya 1, no. 1 (January 1, 2013): 1. http://dx.doi.org/10.25273/equilibrium.v1i1.542.

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Many factors affect academic achievement, one of which is the teacher. Teachers need to use teaching methods that are relevant to the content and objectives to be achieved in the learning. One method that can improve student achievement is the method of Peer Lesson. By applying the method of Peer Lesson, students will become active in the learning process because one of the friends group that knows more about the matter can explain the material to friends who are not informed about. This research was classroom action research by applying the model Cooperatif Peer Learning Lesson method. The subjects in this study were students of class X MA Al-Mujaddadiyyah Madiun school year 2012/2013. The data was collected using the observation sheet to assess learning ability and questionnaires for data sheet studentinterest. Analysis of data for learning and student interest using descriptive qualitative analysis, quantitative data by calculating the percentage of first cycle and second cycle. The results showed that the use of methods to improve the ability Peer Lesson Study abroad and student interest. Improved learning ability of students can be seen from the increasing number of students who are active in the second cycle, increase student achievement can be seen from the increasing student mastery learning and getting better value from each of these aspects include: the results of the discussion of expression, accept the opinion of the right reasons , care of the group, do the work and help a friend.

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Suryani, Suryani. "Improvement of Student Physics Learning Outcomes through Peer Tutor Learning Model of SMA 3 Bengkalis." JOURNAL OF EDUCATIONAL SCIENCES 3, no. 1 (February 15, 2019): 38. http://dx.doi.org/10.31258/jes.3.1.p.38-47.

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This research was a classroom action research using a peer tutor learning model to improve physics learning outcomes. Peer tutor learning is a learning that utilizes classmates who have more ability to help their friends in carrying out an activity or understanding the concept of learning. The problem to be solved is the low physics learning outcomes of class XI IPA 3 in SMA 3 Bengkalis. This study consisted of three cycles, in each cycle consisting of four stages, namely Planning, Implementation, Observation and Reflection. This research involved 21 students which are consisting of 13 female students and 8 male students. In the pre-cycle process, the percentage of learning completeness was 19.05%, then after learning the first cycle using the peer tutoring model there was an increase in the percentage of learning completeness to 42.89%. In the second cycle, it increased again to 61.91% and in the third cycle, it succeeded in achieving the percentage of learning completeness of 85.71%. The results showed that an increase in student learning outcomes along with the application of peer tutoring models. Thus, the results of the study indicate that the use of peer tutoring models can improve the physics learning outcomes of XI IPA 3 students in SMA 3 Bengkalis.

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