Who are your friends in class? The effects of classroom composition on students' reciprocal friendship nominations.

Autor/inn/en	Scharenberg, Katja; Röhl, Sebastian; Rollett, Wolfram
Titel	Who are your friends in class? The effects of classroom composition on students' reciprocal friendship nominations.
Quelle	In: Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie, 52 (2020) 3-4, S. 75-87Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0049-8637; 2190-6262
DOI	10.1026/0049-8637/a000230
Schlagwörter	Peer-Beziehungen; Sozioökonomischer Status; Freundschaft; Kognitive Kompetenz; Soziale Interaktion; Jugend; Freundschaft; Gesamtschule; Jugend; Schüler; Sozialstruktur; Entwicklung; Kognitive Kompetenz; Mitschüler; Klassenraum; Gesamtschule; Schüler; Peer Group; Sozialstruktur; Entwicklung; Jugendlicher; Mitschüler
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. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2022/2