Peer Engagement Research Articles

Youth safety perceptions of weight control behaviors: A moderated mediation study

BackgroundYouth may engage in healthy weight control behaviors (HWCBs) and unhealthy weight control behaviors (UWCBs) to lose or maintain weight. Youth observation of WCBs by supporter groups (parents/siblings/peers) and youth beliefs about the safety of WCBs may impact which WCBs youth use. The primary aim of this study was to examine the mediating role of youth safety perceptions of WCBs on the relationships between supporter group engagement in WCBs and youth engagement in WCBs. Youth BMI-z-score was analyzed as a moderator. MethodsParticipants were 219 youth (52.1% females), ages 10–17, attending an outpatient medical appointment. Participants completed questionnaires about their WCB use, whether they perceived WCBs as safe/unsafe, and whether they perceived parents, siblings and peers to use WCBs. A standardized formula including youth age, sex, height, and weight was used to calculate BMI-z-score. ResultsA moderated mediation model examining parental and youth engagement in UWCBs revealed that for youth in the healthy to overweight/obese (OV/OB) range, greater safety perception of UWCBs mediated the relationship between higher parent engagement in UWCBs and higher youth engagement in UWCBs. Furthermore, youth safety perception of HWCBs mediated the relationship between perceived parent, sibling, and peer engagement in HWCBs and youth engagement in HWCBs. ConclusionThis study identifies perceived parent, sibling, and peer WCBs and youth safety perceptions as mechanisms affecting youth WCB engagement, particularly for youth in the OV/OB range. Intervention effectiveness may increase if parent, sibling, and peer WCBs are targeted and education about safe/unsafe ways to control weight is provided.

The effects of cooperative learning on peer relations, academic support, and engagement in learning among students of color

Despite Brown vs. Board of Education, prejudice still exists in the American school system. These attitudes can give rise to negative social experiences for students of color (i.e., discrimination), negatively impacting their mental and physical health and creating disparities in educational outcomes. Rather than seeking to ameliorate these negative experiences, our approach attempts to address the underlying prejudices and, in so doing, reduce these disparities. Using 4 waves of data from a cluster randomized trial (N = 15 middle schools, 1,890 students, 47.1% female, 75.2% White), we hypothesized that cooperative learning, which has been shown to reduce prejudice in previous research, would create positive gains in peer relatedness, perceptions of academic support, and engagement in learning, and that gains would be larger for students of color; our results confirmed these hypotheses. Our findings highlight the potential role of cooperative learning in reducing disparities and creating greater equity in education.

Missed Social Initiations of Adolescent Students With Autism Spectrum Disorders (ASD): A Naturalistic Observation in an Inclusive After-School Club

Abstract Date Presented 03/27/20 Adolescents with ASD have difficulties initiating social interactions, which affects their peer engagement. This study aimed to identify features of missed social initiation (initiations receiving no response) in adolescents with ASD and typical development (TD). We observed social initiations of 11 students (ASD = 6; TD = 5, 6th to 7th grade) in an inclusive after-school club. Participants’ missed social initiations and their recipients, purposes, and types were analyzed. Primary Author and Speaker: Yu-Lun Chen Additional Authors and Speakers: Kristie Koenig

Peer engagement in toddlers with autism: Community implementation of dyadic and individual Joint Attention, Symbolic Play, Engagement, and Regulation intervention.

Although young children may participate in education and intervention programs that take place in classrooms or groups, there is little information about how toddlers with special needs, and specifically toddlers with autism, are engaging with their peers. This study takes place in a public center-based early intervention program for toddlers with autism. Classrooms of toddlers were randomly assigned to an individual social communication intervention or the same intervention adapted to include a peer. Children in both groups made gains in social communication and play skills. Children who had the peer intervention were more engaged with peers when an adult was present, but not when the children were unsupported. This article adds information about early skills that may be important for children to master so that they have more success when trying to interact with their peers. These skills include understanding language (referred to as "receptive language" at 12 months or more) and play skills including building and stacking (referred to as "combination play"-for example, building with blocks or completing a puzzle) and extending familiar actions to themselves, others, and figures (referred to as "presymbolic play"-for example, putting a bottle to the doll or to themselves). Understanding which skills to target can help practitioners focus their instruction to build children's skills toward connecting with peers through play.

Each post matters: a content analysis of #mentalhealth images on Instagram

This study examined mental health-related content on a popular visual-based social media platform, Instagram. A content analysis was completed by using the search term ‘#mentalhealth’ on public Instagram posts (N = 758). Our data showed that wellness practices related to mental health (e.g. exercise, healthy eating), anxiety, and depression are the most addressed mental health topics on Instagram. Additionally, posts that mention at least one type of mental health problem seek peer support and engagement from other users at a higher rate compared to posts that do not mention mental health disorder or topic (beyond the search term #mentalhealth). We discussed these findings in detail, as well as their theoretical and practical implications and the limitations of this study. We also suggested avenues for further research to promote evidence-based health communication techniques tailored to current visual-based social media platforms.

Building Recovery Capital through Community Engagement: A Hub and Spoke Model for Peer-based Recovery Support Services in England

ABSTRACT There is a growing evidence base that recovery is contagious and its primary mechanism of spread is through peer champions and groups. This paper examines a model of peer-based recovery support services from Cumbria, England, that uses a hub and spoke method to create visible recovery while actively engaging with and supporting community growth. Three case studies are used to illustrate how peer engagement, using the principles of community connection and assertive linkage, can offer core resources to a local community. The key conclusion is that sustainability of recovery communities rests on effective community engagement and meeting the needs of those communities.

Using Mobile Technologies to Enhance Accessibility and Inclusion in Field-Based Learning

The relevance of field education in the geosciences has been subject to increasing scrutiny, in part due to the exclusionary nature of traditional field practices that require independent work and physical agility. As an alternative, this article presents strategies for increasing accessibility and inclusion in collaborative field-based education through the use of mobile technologies. We present a series of examples to show how the use of mobile technologies in the field can enable collaborative observation, data collection, data sharing, and interpretation. The strategies developed in these examples provide equitable access to instruction, peer engagement, and participation in every field exercise. We suggest that technological approaches to accessibility and inclusion in the field can facilitate opportunities for all students to gain field experiences that are an important component of geoscience education.

Factors underlying the perceived importance of online student engagement strategies

PurposeThe purpose of this research study is to validate an instrument that measures the importance instructors and students place on online student engagement strategies.Design/methodology/approachThe online student engagement strategies survey was completed by 160 faculty and 146 students. The data were analysed using descriptive statistics and an exploratory factor analysis. The factor structure was examined using a principal component analysis with an oblique rotation.FindingsResults show that the Online Engagement Strategies Questionnaire has a valid and reliable structure. Based on the exploratory factor analysis, four engagement constructs emerged including peer engagement, multimodal engagement, instructor engagement, and self-directed engagement. Results and discussion assist in identifying key engagement strategies within this online student engagement framework.Originality/valueThe validated instrument fills a gap in the literature, and it has value to practitioners, researchers, administrators and policy makers because it has practical applications.

Eliciting recovery narratives in global mental health: Benefits and potential harms in service user participation.

The engagement of peers and service users is increasingly emphasized in mental health clinical, educational, and research activities. A core means of engagement is via the sharing of recovery narratives, through which service users present their personal history of moving from psychiatric disability to recovery. We critically examine the range of contexts and purposes for which recovery narratives are elicited in global mental health. We present 4 case studies that represent the variability in recovery narrative elicitation, purpose, and geography: a mental health Gap Action Programme clinician training program in Nepal, an inpatient clinical service in Indian-controlled Kashmir, a recovery-oriented care program in urban Australia, and an undergraduate education program in the rural United States. In each case study, we explore the context, purpose, process of elicitation, content, and implications of incorporating recovery narratives. Within each context, organizations engaging service users had a specific intention of what "recovery" should constitute. This was influenced by the anticipated audience for the recovery stories. These expectations influenced the types of service users included, narrative content, and training provided for service users to prepare and share narratives. Our cases illustrate the benefit of these coconstructed narratives and potential negative impacts on service users in some contexts, especially when used as a prerequisite for accessing or being discharged from clinical care. Recovery narratives have the potential to be used productively across purposes and contexts when there is adequate identification of and responses to potential risks and challenges. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Student Perceptions of Their Interactions with Peers at a Cyber Charter High School

K-12 online students are increasingly communicating and collaborating with their peers; however, research on the topic is limited—especially research examining students’ perceptions and experiences. Guided by the Adolescent Community of Engagement framework’s concept of peer engagement, this case study examined learner-learner interactions at a cyber charter high school. Ten students were selected by teachers based on their ability to independently engage in learning activities—five students were more independent and five required more support from others. Each student took part in two, hour-long interviews for a total of 20 interviews. The interviewers covered students’ perceptions an experiences regarding teachers, parents, and peers. This report only focuses on peers. Students found that their interactions with peers allowed them to develop friendships, improve their motivation, receive peer instruction, and collaborate effectively with others. Challenges are also covered. The article concludes with recommendations for research and practice.

Does early peer relationship last long? The enduring influence of early peer relationship on depression in middle and later life

BackgroundPrevious studies focus on the health effect of early family relationship rather than early peer relationship. Thus, this study aimed to examine the causal effect of early peer relationship on depression in middle and later life. MethodsBased on the China Health and Retirement Longitudinal Study data 2013–2014 (N = 15,343), this study used the propensity score matching approach to estimate the causal effect of early peer relationship, including establishment (whether having good friends in childhood), engagement (frequency of playing with friends in childhood) and feeling (feeling of loneliness in childhood), on depression in middle and later life, as well as the educational heterogeneity of this health effect. ResultsElevated feeling of loneliness and reduced engagement of early peer relationship were causally related to elevated depression in middle and later life, but having good friends in childhood was not related to later life depression. For individuals with more education, less feeling of loneliness in childhood had a stronger effect on reduced depression in middle and later life, but more engagement in childhood peer relationship only had a weaker effect on reduced depression in middle and later life. LimitationsA retrospective survey and single-item measures of early peer relationship were used, the intermediate link across the life course and potential neurobiological mechanisms were also not empirically examined. ConclusionsWe should focus more on the engagement and quality of early peer relationship, as well as the balance between education and socializing in childhood, to prevent from the detrimental health effect of early peer relationship disadvantage.

Peer-mediated Early Start Denver Model “playdates” for a young child with autism spectrum disorder: a case study

For young children with an autism spectrum disorder, deficits in social skills can impede appropriate peer interactions. The Early Start Denver Model is a promising intervention for young children with an autism spectrum disorder, however, research on including peers in the delivery of the Early Start Denver Model appears to be sparse. This case study evaluated the outcome of a 3-week peer-mediated home-based Early Start Denver Model “playdate” intervention for a young boy with an autism spectrum disorder and a typically developing peer. Outcomes relating to peer engagement and play were assessed. A pre-post two-phase design was used, with follow-up probes 7-weeks post-intervention. Preliminary results suggest moderate positive effects for parallel play and participation. No effect was found for vocalisations or typically developing child initiations. The intervention was rated as acceptable by both families, which indicates good social validity. Implications and areas for future research are discussed.

Quality of Life in Adolescent and Young Adult Women With Dyspareunia and Endometriosis

PurposeThe purpose of this study is to quantify the prevalence of dyspareunia and its impact on quality of life (QOL) in adolescent and young adult women (AYA) diagnosed with endometriosis. MethodsEligible participants from the Women’s Health Study: From Adolescence to Adulthood, a longitudinal cohort study, were AYA 18–25 years who reported having had sexual intercourse. We included n = 151 AYA with a surgical diagnosis of endometriosis and n = 287 without known endometriosis. Participants completed a questionnaire including the Short Form-36 (SF-36) QOL survey, on which lower scores indicate impairment. Dyspareunia was defined as answering “yes” to having had pain during/within 24 hours following sexual intercourse. Normative-based scores for SF-36 subscales were calculated and compared between groups using linear regression adjusted for age, body mass index, educational level, and race. ResultsParticipants with endometriosis experienced dyspareunia twice as often (79%) than AYA without endometriosis (40%, p < .0001). In participants with and without endometriosis, all SF-36 subscale scores were significantly lower in AYA with dyspareunia than without. For six subscales, the negative impact was significantly stronger in AYA with endometriosis than those without, and mean scores were all less than the normative score, indicating impairment. ConclusionsMore than three quarters of AYA with endometriosis and two thirds without experience dyspareunia that negatively impacts both physical and mental health QOL scores. This impairment is stronger in those with endometriosis. Given the importance of relationships and peer engagement for identity formation during adolescence, dyspareunia could be particularly impactful. Clinicians should ask patients not only about contraception and prevention of sexually transmitted infections, but inquire about how dyspareunia may impact mental and physical well-being.

The impact of learner engagement on performance outcomes: a longitudinal study in accounting education

AbstractThis study explores the efficacy of vodcasting, as one of the advanced means of lecture recording, and discussion forums using retrospective engagement analytics data and performance outcome data on 1,172 unique students. The results provide partial support for the research hypotheses, particularly for international students, with learner engagement as a strong predictor of enhanced performance outcomes. However, no support was found for domestic students, with no significant impact of engagement on performance outcomes. That is, learner engagement may be more beneficial for international students than for domestic students. The findings support the implementation of discussion forums for enabling meaningful conversation, knowledge acquisition and peer engagement. This could pave the way for a knowledge‐sharing culture as opposed to a knowledge‐hoarding culture. Overall, the findings offer insights for higher education providers who have large international student enrolments and are interested in diversity management strategies and enhanced student engagement using disruptive technology.

Food Allergy Management at School.

Approximately 8% of schoolchildren in the United States experience potentially life-threatening food allergies. They must diligently avoid allergenic foods and have prompt access to epinephrine to treat anaphylaxis. These prevention strategies must be sustained without interruption, posing a range of challenges at school. We conducted semi-structured interviews with 178 participants about their experiences managing food allergies outside the home. Interviews were transcribed and analyzed using an iterative approach in NVivo 10. Participants reported highly varied school experiences across the ecological model. They described the need to be proactive and self-sufficient to manage food allergies. Whereas food allergy-related social exclusion was common, participants also described positive peer interactions, including intensive peer engagement and support. They perceived that formal school policies were limited in scope and inconsistently implemented. Prevention-oriented policies were more common in lower grades than in higher grades. Poorly defined and implemented policies disrupted students' social and educational experiences at school, families' relationships with school staff, and, ultimately, the safety and wellbeing of students with allergies. Given the high prevalence of food allergies among children, these findings demonstrate the need for multiple layers of support to facilitate safe, socially inclusive food allergy management at schools.

Social media and academic identity in food research

PurposeWith increasing emphasis on public engagement and scientific communication and dissemination, scientists are increasingly required to redefine their academic identity. Theoretical frameworks of academic identity and social media functionality were used to explore food researchers' attitudes towards social media.Design/methodology/approachAn online study was carried out with 80 scientists working in publicly funded food research.FindingsCommitment to scientific rigour, disseminating science to society, and being part of an academic community were important facets of academic identity and shaped participants' perceptions of social media functions. Functions offered by social media were most favourably viewed by the food research community for academic peer engagement and academic community building.Social implicationsCultural and organisational changes are needed to mobilise food researchers to view public engagement as an important facet of academic identity.Originality/valueThe current study adds to the theoretical literature on academic identity and social media functionality by providing empirical evidence outlining how scientists working in publicly funded food research feel about engaging with social media within their professional role.

A cross-national, cross-cultural comparison of predictors of academic performance among Canadian and Malaysian university students

Background: Poor academic outcomes among postsecondary students are a concern to academic institutions globally. Several sociodemographic, psychosocial, and academic functioning factors are proposed as contributory. As most literature is from Western countries, global generalizability is limited. The aim of this 1-year study was to conduct a prospective cross-cultural comparison of factors impacting academic performance among university students from Canada and Malaysia. Methods: First-year undergraduate students were recruited from University of Toronto Scarborough and Universiti Kebangsaan Malaysia at the start of their academic year. Participants completed a comprehensive range of self-report measures on relevant factors. Information on their year 1 academic performance was obtained from the universities. The data were assessed using Chi-square, analyses of variance, and multiple linear regressions. Results: For Canadian students (n = 224), parents' educational levels, self-reported stress, coping, mental health knowledge, and physical activity were predictors of year 1 academic performance. For Malaysian students (n = 139), gender, ethnicity, academic amotivation, and peer engagement were predictors of year 1 academic performance. Attrition over the year was higher among Canadians (6%) than Malaysians (0%), but numbers were insufficient to determine likely predictors of dropout. Conclusions: The differences in predictors of academic performance between the Canadian and Malaysian students suggest that cultural factors may play an important role in academic outcomes. Intervention and prevention strategies customized to the local context are supported.

‘It all dials back to safety’: A qualitative study of social and economic vulnerabilities among transgender women participating in HIV research in the USA

ObjectivesTransgender women (TW) are highly burdened by HIV infection in the USA. Research is needed into drivers of the HIV epidemic for TW, including longitudinal studies to identify risks for...

Navigating the First Year: Transition and Adjustment Experiences of International Students of Color at a Predominantly White Institution

International student mobility has been a highly discussed topic in higher education in the United States (U.S.). Yet current geo-political issues necessitate a re-examination of how international students, especially those who would be considered students of Color, are transitioning to U.S. higher education institutions. Findings from three interviews that spanned participants’ first year on campus include the importance of social interactions, challenges with academic adjustments, and navigating the effects of politics. Suggestions for student affairs practice are addressed, including pre-sojourn connections and peer engagement.

The association of peer behavioral regulation with motor-cognitive readiness skills in preschool

An increasing number of young children nationally participate in preschool education, yet very little is known about the influence of peers' behavioral regulation, such as maintaining focus on a task in the face of distractions and inhibiting a dominant response (attentionimpulse control), and remembering instructions (engagement) on children's motor-cognitive readiness skills (i.e., peer effects). This study determined whether peer effects are present in this earliest sector of schooling. Research has shown that a child's own behavioral regulation is associated with his or her academic outcomes. However, not much is known about how children are affected by classmates with poor behavioural regulation. This study begins to fill the gaps in our understanding of preschool peer effects in the form of peers' behavioral regulation relative to children's motor-cognitive readiness skills. It addresses two research questions: (1) Is the average level and amount of variation of peers' behavioral regulation skills (i.e., engagement and attentionimpulse control) in a classroom associated with growth in children's motor-cognitive readiness outcomes in preschool (motor, content knowledge, and language)? (2) Do these associations differ for children with high and low initial levels of behavioral regulation? The analytic sample is drawn from a cluster (school) randomized controlled trial testing a family-centered, school-based intervention (N=1050 children in 99 classrooms drawn from 10 high-poverty schools). Results indicated that classroom-level peer engagement skills made a unique contribution to children's growth of motor skills during the preschool academic year.Furthermore, children with higher engagement skills at the beginning of the preschool year had higher motor-cognitive readiness skills (motor, content knowledge, and language) at the end of the year when they were in classrooms with peers with high engagement skills. This study extends previous work with older children and indicates that after adjusting for an assortment of demographic, preschool program-related factors, and motor-cognitive readiness at entry into preschool, peers' engagement skills may make a unique contribution to children’s motor-cognitive readiness skills during the preschool academic year.