Children's Agreement on Classroom Social Networks: Cross-Level Predictors in Urban Elementary Schools

Autor/inn/en	Cappella, Elise; Neal, Jennifer Watling; Sahu, Neha
Titel	Children's Agreement on Classroom Social Networks: Cross-Level Predictors in Urban Elementary Schools
Quelle	In: Merrill-Palmer Quarterly: Journal of Developmental Psychology, 58 (2012) 3, S.285-313, Artikel 2 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-930X
Schlagwörter	Classroom Environment; Observation; Coding; Classification; Peer Relationship; Social Networks; Student Attitudes; Elementary School Students; Grade 2; Grade 3; Grade 4; Urban Schools; Social Cognition; Class Size; Predictor Variables; Hierarchical Linear Modeling; Student Surveys; Teacher Role; Social Support Groups + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Beobachtung; Codierung; Programmierung; Classification system; Klassifikation; Klassifikationssystem; Peer-Beziehungen; Social network; Soziales Netzwerk; Schülerverhalten; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Soziale Kognition; Klassengröße; Prädiktor; Schülerbefragung; Lehrerrolle; Social support; Soziale Unterstützung
Abstract	Informed by research on interpersonal perception, peer relationships, and classroom climate, this study examines predictors of children's agreement with classmates on their classroom social networks. Social network data, peer nominations of positive behavior, and classroom observations were collected from 418 second-grade to fourth-grade children (99% African American) and 33 teachers and classrooms in low-income, urban schools. Children's perceptions of their classroom social networks varied from minimal overlap to complete congruence with the consensus of their peers. Multilevel modeling with hypothesized predictors indicated that agreement on social relationships was predicted by factors at the level of the individual child (network centrality) and classroom context (grade level, class size, network density, teacher network perception, emotional climate). Findings are discussed in terms of advances in understanding of children's interpersonal perception, as well as implications of network agreement for children's ability to navigate the classroom social and academic learning context. (Contains 3 tables and 2 footnotes.) (As Provided).
Anmerkungen	Wayne State University Press. The Leonard N. Simons Building, 4809 Woodward Avenue, Detroit, MI 48201-1309. Tel: 800-978-7323; Fax: 313-577-6131; Web site: http://wsupress.wayne.edu/journals/merrill/merrillj.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10