Classroom Practices and Peer Social Status in Junior High School

Autor/inn/en	Di Stasio, Maria Rosaria; Savage, Robert
Titel	Classroom Practices and Peer Social Status in Junior High School
Quelle	In: School Psychology International, 44 (2023) 1, S.102-120 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Di Stasio, Maria Rosaria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/01430343221122408
Schlagwörter	Classroom Techniques; Peer Groups; Social Status; Junior High School Students; Grade 7; Grade 8; Instructional Effectiveness; Rejection (Psychology); Social Environment; Learner Engagement; Competition; Interpersonal Relationship; Sociometric Techniques; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Klassenführung; Gleichaltrigengruppe; Peer Group; Sozialer Status; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Unterrichtserfolg; Ablehnung; Soziales Umfeld; Wettkampf; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Soziometrie; Ausland; Kanada
Abstract	This study investigates the association between classroom practices and individual social status outcomes in junior high. A nested design using 678 grade 7 and 8 students in 38 classrooms showed that classroom practices are associated with peer social status. Classrooms rated high on "instruction" were associated with a decreased probability of students with rejected status. In contrast, classrooms rated high on "atmosphere" and "student engagement" were associated with an increased probability of students with rejected and popular status. Student perceptions of classrooms revealed that "social comparison" was associated with an increased probability of students with both rejected and popular status, while "competition" was associated with an increased probability of students with popular status. Results inform intervention programs that target the peer ecology of the classroom by raising teachers' awareness of the intersection between pedagogical practices and student social status among peers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01