Exploring Mechanisms of Peer-Effects in Education: A Frame-Factor Analysis of Instruction

Autor/in	Bäckström, Pontus
Titel	Exploring Mechanisms of Peer-Effects in Education: A Frame-Factor Analysis of Instruction
Quelle	In: Educational Review, 75 (2023) 7, S.1387-1405 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bäckström, Pontus)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2021.2023100
Schlagwörter	Peer Influence; Peer Relationship; Outcomes of Education; Factor Analysis; Ability Grouping; Classes (Groups of Students); Predictor Variables; Teaching Methods; Foreign Countries; Achievement Tests; Elementary Secondary Education; International Assessment; Mathematics Achievement; Mathematics Tests; Science Achievement; Science Tests; Sweden; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Lernleistung; Schulerfolg; Faktorenanalyse; Homogene Gruppierung; Niveaugruppierung; Streaming; Klassengemeinschaft; Prädiktor; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schweden
Abstract	In the educational literature on peer effects, attention has been brought to the fact that the mechanisms creating peer effects are still to a large extent hidden in obscurity. The hypothesis in the study reported in this article was that the Frame Factor Theory (FFT) can be used to reveal such mechanisms. Using data from the Swedish TIMSS 2015 (N = 3761 students in 179 classes), a multilevel structural equation model (M-SEM) was specified in accordance with the FFT. As predicted, the SEM-model verified a strong relationship between class composition and a latent variable of limitations on instruction, a variable which in turn had a great impact on individual students' results in TIMSS 2015. The study hereby seems to reveal a fundamental mechanism of peer effects and provides evidence for the FFT. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01