Effects Of Peer Interaction Research Articles

The effects of peer interaction on learning outcome of college students in digital environment—The chain-mediated role of attitude and self-efficacy

With the in-depth development of the Internet and digital technology, it has become an important way to learn online. Under digital learning environment, peer interaction among learners is not only playing a crucial role in the construction of their knowledge, but also is a key link to enhance their learning outcome. To investigate how peer interaction can affect learning outcome of college students, this research constructs a model of relationship, and administers a questionnaire survey among 3263 college students in 28 universities in China. The study has found that peer interaction positively affects learning outcome, meanwhile, attitude and self-efficacy act as chain mediators in the relationship of peer interaction and learning outcome. This study thoroughly discusses the impact mechanism of peer interaction on learning outcome of college students in the digital environment, which will provide beneficial references and inspirations for optimizing online learning mode and promoting learning outcome.

Belonging in engineering: Exploring the predictive relevance of social interaction and individual factors on undergraduate students' belonging in engineering

AbstractBackgroundBelonging in their academic discipline affects students' participation and retention in engineering. While prior studies have conceptualized belonging as a predictor of outcomes, this study examines belonging as an outcome that depends on interpersonal and intrapersonal variables.PurposeThis quantitative study tested a conceptual model of academic belonging for undergraduate engineering students that hypothesized how intrapersonal and interpersonal variables predict belonging in engineering. The model proposed that engineering students' satisfaction with and valuing of their academic discipline mediate these predictors' effects on belonging.Design/MethodsThis study sampled undergraduate engineering students (n = 849) across six universities and used structural equation modeling to examine the direct and indirect effects of four exogenous variables (achievement striving, grit, peer interaction, faculty interaction) on one endogenous variable (academic belonging). The model included satisfaction with and valuing of their academic discipline as mediator variables.ResultsThe direct effects of peer interaction, faculty interaction, as well as passion and perseverance (sub‐constructs of grit) on academic belonging were significant. The direct effects of achievement striving on predicting academic belonging were not significant. Satisfaction mediated the effects of the predictors on students' sense of belonging in engineering.ConclusionsPeer interaction was the most robust contributor to belonging, while faculty interaction and the value that students ascribe to their academic discipline predicted their sense of belonging in engineering. This work provides a novel model of belonging in engineering and its interpersonal and intrapersonal antecedents with educational, policy, and research implications to improve engineering students' belonging within their academic discipline.

The Influence of Peer Interaction and Emotional Intelligence on Student Achievement in Class XI Online Business and Marketing at Budi Agung Medan

This study aims to determine the effect of Peer Interaction and Emotional Intelligence on the Learning Achievement of Class XI Students in Online Business and Marketing at the Budi Agung Private Vocational School in Medan. The population of this study were students of class XI Online Business and Marketing at Budi Agung Medan Private Vocational High School, totaling 54 students. The instrument used in data collection was a questionnaire in the form of a Likert scale. The results of data analysis using multiple linear regression and hypothesis testing and it was concluded that peer interaction and emotional intelligence affect the learning achievement of class XI students of Online Business and Marketing at Budi Agung Medan Private Vocational School. This can be seen from the results of multiple linear analysis obtained by the equation Y = 25.018 + 0.358 (X₁) + 0.382 (X₂) then seen from the significant value between peer interaction that influences learning achievement as indicated by the value of t_count>t_table (2.730>2.007) and significance value (0.009<0.05). Furthermore, it can be seen that emotional intelligence influences learning achievement with t_count>t_table (2.771>2.007) and significance value (0.008<0.05). Simultaneously (F test) is indicated by the value of F_count>F_table (8.820> 3.18) and a significance value (0.001 <0.05). So that the hypothesis can be said to be accepted. Thus it can be concluded that peer interaction and emotional intelligence have a positive and significant effect on the Learning Achievement of Class XI Students of Online Business and Marketing at Budi Agung Medan Private Vocational School.

Interrelation of learning model and peer interaction through motivation on achievement

Mathematics is often seen as a complex subject by most students. This has caused their achievement and motivation to be low. This study aims to see whether there is a direct or indirect influence from the independent and intervening variables on the dependent variables. This research is quantitative. The population is grade VIII of one of state junior high school, and the sample is class 8-B which consists of 28 students. The instruments used in data collection were questionnaires and tests. Data were analyzed using path analysis with the help of the Amos 25.0 program. The research result is that the P-value is 0.17<0.05. There is a direct effect of the learning approach on motivation; the P-value is 0.049<0.05. Peer interaction immediately affects achievement; the P-value is 0.035<0.05. There is a direct effect of the learning models on achievement; the P-value is 0.088>0.05. There is no direct effect of peer interaction on achievement; the P-value of 0.023<0.05 has a direct impact on motivation on achievement, the P-value of 0.444>0.05 motivation cannot mediate peer interaction on achievement, and a P-value of 0.024<0.05 with the conclusion that there is an indirect effect between learning model on achievement through motivation.

The impact of adolescent achievement goal orientation on learning anxiety: The mediation effect of peer interaction.

Learning anxiety is one of the most critical emotional disturbances, which also has a high incidence rate in adolescents. Peer interaction is critical and unique for adolescents. Although previous studies have found that achievement goal orientation has an important role in the development of learning anxiety, its mechanism has not been clarified. This study surveyed 470 adolescents (191 middle school students and 279 high school students; 211 boys) and established a structural equation model to explore the mediating role of peer interaction in the influence of achievement goal orientation on learning anxiety. Results showed that (1) there were significant gender differences in mastery-avoidance goal orientation, peer interaction, and learning anxiety, and there were grade differences in performance-approach goal and performance-avoidance goal orientations; (2) mastery-approach, mastery-avoidance, and performance-avoidance goal orientations directly predicted learning anxiety; and (3) social anxiety in peer interactions had a mediating effect on the influence of mastery-approach, mastery-avoidance, and performance-avoidance goal orientations on learning anxiety. The findings extend theoretical considerations by teasing out the process of peer interaction affecting the relationship between achievement goal orientation and learning anxiety. Additionally, the results have practical implications for the effective use of peer interaction to reduce learning anxiety.

Intrinsic Motivation in Children with Learning Difficulties in Regular Classes Effects of Peer Interaction and Clarification of Classes

Intrinsic Motivation in Children with Learning Difficulties in Regular Classes Effects of Peer Interaction and Clarification of Classes

Effects of Mainstreaming Learners with Autism on Their Educational Experience in Public Primary Schools in Nyamache Sub County, Kisii County, Kenya

: The purpose of this study was to determine the effect of mainstreaming among autistic learners on their educational experiences in primary schools in Nyamache sub-county, Kisii County, Kenya. The study specifically was guided to address the following objectives; to assess the effect of Peer Interaction on educational experience of learners with autism, to find out the effect of learner’s Self-management on educational experience of learners with autism, to assess the effect of Antecedent Procedures on educational experience of learners with autism and to examine the effect of Peer-Mediated Interventions on educational experience of learners with autism in primary schools in Nyamache sub-county. A descriptive survey design was adapted in this study. The researcher used purposive sampling to select the 11 mainstreamed schools out of 102 primary schools with ASD learners. The 11 head teachers from these schools and also the 36 SNE trained teachers were selected as the subject of the study totaling to 47 respondents. Structured questionnaires, and observation schedules were formulated to collect the required data. Data was analyzed using both descriptive and inferential statistics. Descriptively, frequency and percentages were used while for inferential statistics the Spear-man correlation and chi square test were used. The results revealed that the application of the four strategies played a significant role in improving the education experiences of the ASD learners in the mainstream schools. It was established that most of the respondents agreed that; pear interaction played a very significant role in enhancing education experience of learners with ASD. Similarly, majority of the respondents indicated that learner’s self-management, use of antecedent procedures and the peer mediated learning were also important strategies for enhancing education experience of the ASD learners. Further analysis using the chi square test of association and spearman correction revealed that there was a very significant association between the selected strategies for the study and educational experience of the ASD learners in mainstream primary schools. The study concluded that mainstreaming assists the learners with ASD as they learn new skills from their peers and hence their educational experiences are improved effectively. Based on the findings of the study, it is recommended that mainstreaming should be improved in all schools in order to accommodate learners who are challenges. Besides, teachers and other stakeholders in the Ministry of Education Science and Technology (MOEST) should take center stage to assist in recommending strategies on how to handle diverse learning in classroom

유아의 또래상호작용이 학령초기 학교적응에 미치는 종단적 영향:자아존중감 및 학업능력의 매개효과

The purpose of this study was to examine the effects of peer interaction on school adjustment, and to examine whether self-esteem and academic ability of children had mediating effects. To that end, data from the Korean Children’s Panel Study (PSKC) of the Institute for Child Care Policy (KICCE) were analyzed, from the 7th year (2014) to the 8th year (2015) whereby the target age of the study was six years old. For data analysis, SPSS 22.0 WIN and AMOS 21.0 WIN programs were used, while for descriptive statistics, correlation analysis, and structural equation model (SEM) were used as analysis methods. Research Results: Firstly, the peer interaction of young children had a direct effect on school adaptation in the early school age. Secondly, peer interactions were shown to have a positive effect on self-esteem, while self-esteem had no effect on elementary school children’s school adjustment. Thirdly, it was found that the positive peer interaction of young children had an indirect effect on school adjustment in early school age through academic ability. Fourthly, it was found that self-esteem and academic ability were mediated sequentially in the influence of young children’s peer interaction on school adjustment in the early school age.<BR> In this study, peer interaction, self-esteem, and the necessity of improving academic ability that affect school adjustment at the beginning of school age were discussed.

Vocabulary Development Through Peer Interactions in Early Childhood: A Case Study of an Emergent Bilingual Child in Preschool

ABSTRACT Language development of preschoolers can be positively stimulated and enhanced by exposure to language of peers. Likewise, interactions of young learners with native-monolingual classmates may contribute to their L2 development. However, research on peer interaction effects in young learners’ domains of L2 development is meager. This qualitative study investigated incidental vocabulary learning of an immigrant emergent bilingual child through his interactions with monolingual classmates in a preschool classroom. The focal child was observed and videotaped across preschool year. Videotapes of 33 peer interaction episodes were analyzed with discourse analytic approach to document the patterns and processes of making vocabulary gains from peers. Results showed that interactions with monolingual peers contributed to vocabulary learning of the focal child and enriched his expressive word repertoire. Incidental peer-initiated vocabulary scaffolds provided language-mediating patterns that resulted in vocabulary gains. Conditions that facilitated or impeded vocabulary learning from peers, as well as gradual improvement in peer interaction skills, were documented. Informed by sociocultural theory and L2 expert-novice notion, this study emphasizes the significance of peer interactions to promote vocabulary learning of young children. Broadly interpreted, results suggest increased exposure to language of monolingual peers mediate L2 development of emergent bilingual children in early childhood classrooms.

Reducing resistance to repeating a wiki activity: What can teachers do?

AbstractWiki activities are among the most common online learning activities examined by previous research due to the collaborative learning properties wikis offer; however, students are not always satisfied with such activities. Due to this dissatisfaction, learners may finish the wiki activities but not repeat them. While wikis are primarily used to collate content, the wiki activity proposed in this study is used foremost as a discussion forum. Drawing on the value‐based adoption model, this study examines the influence of perceived benefits, enjoyment, peer interaction, ease of use, and time and effort costs to explain students' reluctance to repeat the wiki activity. Furthermore, it assesses the moderating effect of peer interaction on the other variables. A survey was conducted, and 110 valid responses obtained. The findings reveal that the need to invest a lot of time and effort into the activity is the main reason for not repeating the activity proposed, while peer interaction and enjoyment help to reduce these perceived costs. Therefore, teachers should emphasize the benefits of in‐group wiki activities with regard to not only the final learning performance but also the activities' hedonic and social value. Furthermore, teachers should offer a training session and a user's guide for each specific activity, as well as courses about the team management. Practitioner NotesWhat is already known about this topic Students are often unsatisfied with wiki activities, which may reduce their intention to repeat them. Continuation or repetition of a learning activity depends on its value in terms of the cost–benefit trade off. Most previous research has focused on the benefits of content creation within wikis, paying little attention to the use of such platforms as a discussion forum. What this paper adds According to the value‐based adoption model, the main reason for not repeating the proposed wiki activity is the high perceived time and effort that must be invested in the activity. Peer interaction not only has a direct effect on reducing resistance to repeating the wiki activity, but also has an indirect effect on reducing resistance through enjoyment. Usefulness, enjoyment and peer interaction can act as moderators and reduce the perceived time and effort that must be invested in the wiki activity. Implications for practice and/or policy Time and effort costs are the main barriers to repeating the wiki activity, so teachers should offer courses on how to work effectively as a team. Teachers should emphasize the usefulness of the activity, as well as the benefits of peer interaction in the discussion forum. Before creating the wiki activity, teachers should think about how to generate enjoyment for students.

The effects of Peer interaction, Cognitive Ability, and Self-regulation on kindergartners’ School Adjustment

The effects of Peer interaction, Cognitive Ability, and Self-regulation on kindergartners’ School Adjustment

An optimized group formation scheme to promote collaborative problem-based learning

Group formation is one of the key processes in collaborative learning because having adequate members in the learning groups supports good collaborative interactions among members and is fundamental to ensuring satisfactory learning performance. Several previous studies have proposed genetic algorithm-based group formation scheme that considers multiple student characteristics to optimize collaborative learning groups. However, the fitness function used in the genetic algorithm (GA) for assessing the quality of group formation may determine collaborative learning groups with unbalanced learning characteristics. Additionally, few studies considered how learning roles and interactions among peers can be used to optimize collaborative learning groups and confirmed the effects of different group formation schemes on learning performance and peer interaction. Therefore, this work proposes a novel genetic algorithm-based group formation scheme with penalty function (GAGFS-PF) that considers the heterogeneous of students' knowledge levels and learning roles, and the homogeneity of social interactions measured by social network analysis among the members in the learning group, to generate collaborative learning groups with balanced learning characteristics for improving students' learning performance and facilitate students’ interactions in a collaborative problem-based learning (CPBL) environment. This work uses a quasi-experimental research method to collect quantitative data to assess the effects of three group formation schemes - the proposed GAGFS-PF, the random group formation scheme, and the self-selection group formation scheme - on the learning performance and effects of interaction in a CPBL environment and also adopts interview to enhance the results of qualitative data analysis. Namely, this study adopts a mixed study to examine the research findings. Eighty-three students from three Grade 6 classes at an elementary school in New Taipei City, Taiwan were invited to participate in the experiment. Three classes were randomly assigned to the three experimental groups that used different group formation schemes including the proposed GAGFS-PF, random group formation scheme, and self-selection group formation scheme for CPBL activities on the topic of “global warming.” The results reveal that the proposed GAGFS-PF is significantly superior to the random group formation scheme in the score of a completed report assessed by two teachers during the “action 2” learning stage, among the four CPBL stages. Analytical results also show that the proposed GAGFS-PF for group formation is significantly superior to the random and self-selection group formation schemes in the effects of peer interaction, as assessed using social network measures. The interview results also support that the proposed GAGFS-PF provides benefits in determining collaborative learning groups. This work contributes a novel and useful group formation scheme for enhancing collaborative learning performance and also helps in calling for future research in this field as well.

Effect of Peer Interaction among Online Learning Community on Learning Engagement and Achievement

This article explores whether a learning community can affect students' learning achievement and engagement. Besides, this study also analyzed whether degree centralities of peer interaction affect learning achievement and learning engagement based on social network analysis. While the experimental group combined the English learning system with the online learning community, the control group was simply using the English learning system. The results indicated that the students' engagement from the online learning community were higher than the ones who used the English learning system only, although the learning achievement is not significant difference between these two groups. Moreover, higher interaction learners from the online learning community revealed better performance in learning achievement and student engagement. Other than that, the learners who played the “Center” emerged with a higher learning achievement as well as the students' engagement than the “Periphery” ones. The research provides suggestions for online learning with learning communications as well.

Buildup of speaking skills in an online learning community: a network-analytic exploration

Studies in learning communities have consistently found evidence that peer-interactions contribute to students’ performance outcomes. A particularly important competence in the modern context is the ability to communicate ideas effectively. One metric of this is speaking, which is an important skill in professional and casual settings. In this study, we explore peer-interaction effects in online networks on speaking skill development. In particular, we present an evidence for gradual buildup of skills in a small-group setting that has not been reported in the literature. Evaluating the development of such skills requires studying objective evidence, for which purpose, we introduce a novel dataset of six online communities consisting of 158 participants focusing on improving their speaking skills. They video-record speeches for 5 prompts in 10 days and exchange comments and performance-ratings with their peers. We ask (i) whether the participants’ ratings are affected by their interaction patterns with peers, and (ii) whether there is any gradual buildup of speaking skills in the communities towards homogeneity. To analyze the data, we employ tools from the emerging field of Graph Signal Processing (GSP). GSP enjoys a distinction from Social Network Analysis in that the latter is concerned primarily with the connection structures of graphs, while the former studies signals on top of graphs. We study the performance ratings of the participants as graph signals atop underlying interaction topologies. Total variation analysis of the graph signals show that the participants’ rating differences decrease with time (slope = −0.04, p < 0.01), while average ratings increase (slope = 0.07, p < 0.05)—thereby gradually building up the ratings towards community-wide homogeneity. We provide evidence for peer-influence through a prediction formulation. Our consensus-based prediction model outperforms baseline network-agnostic regression models by about 23% in predicting performance ratings. This in turn shows that participants’ ratings are affected by their peers’ ratings and the associated interaction patterns, corroborating previous findings. Then, we formulate a consensus-based diffusion model that captures these observations of peer-influence from our analyses. We anticipate that this study will open up future avenues for a broader exploration of peer-influenced skill development mechanisms, and potentially help design innovative interventions in small-groups to maximize peer-effects.

The Effects of Peer Interaction, Creativity, and Home Environment on Children's Language Development

The Effects of Peer Interaction, Creativity, and Home Environment on Children's Language Development

The Longitudinal Effects of Preschoolers’ Peer Interaction on Self-Control with Linguistic and Cognitive Abilities as Mediators: Focusing on Gender Differences

The study examined the longitudinal relations of preschool children’s peer interaction, linguistic and cognitive abilities, and self-control, while taking into account gender differences. The study was conducted with 671 preschoolers from the 5th, 6th, and 7th wave of the Korean Children and Youth Panel Study (KCYPS). Data were analyzed by means of basic descriptive statistics, Pearson’s correlations, and structural equation modeling analysis. Bootstrapping method was also used to determine the significance of indirect effects. The analysis were conducted to find the longitudinal effects of peer interaction at the age of 4 on their self-control at the age of 6, and the mediating effects of linguistics and cognitive abilities at the age of 5 on its associations. The results indicated gender differences among the variables. According to multi-group analysis, there was a significant influence of 4 years’ peer interaction on subsequent 5 years’ linguistic and cognitive abilities but also on 6 years’ self-control across time for boys; however, no significant direct effect of peer interaction on self-control was found for girls. Based on the findings of this study, it can be implied that it is necessary to apply different methods for boys and girls to promote self-control from the influence of peer interaction and linguistic and cognitive abilities.

The effect of peer interaction on sport confidence and achievement goal orientation in youth sport

We used a longitudinal design to examine peer interaction in youth sport as an antecedent of changes in sport confidence and achievement goal orientation (comprising task and ego orientation). At the beginning of the winter playing season, 141 children and adolescents (from 8 to 15 years of age) who were members of soccer clubs in the Midwest of the USA, completed the Sport Confidence Inventory (SCI) and the Task and Ego Orientation in Sport Questionnaire (TEOSQ), and 51 of the original respondent group also completed the SCI, the TEOSQ, and a social network measure at the end of the playing season. To assess the effect of peer interaction on the young soccer players, we employed the influence model in social network analysis. The results showed that interaction with peers in the same age group positively influenced changes in task goal orientation and in sport confidence in regard to cognitive efficiency and resilience. In contrast, ego goal orientation was positively affected by interaction with peers in a different age group. The results increase understanding of young people's sport motivation as a function of their peer interaction.

Exploring the Peer Interaction Effects on Learning Achievement in a Social Learning Platform Based on Social Network Analysis

The benefits of social learning have been recognized by existing research. To explore knowledge distribution in social learning and its effects on learning achievement, we developed a social learning platform and explored students' behaviors of peer interactions by the proposed algorithms based on social network analysis. An empirical study was also conducted on a college course to investigate the correlation between peer interaction and learning achievement. The experiment results show that the students who tended to actively contribute knowledge to peers on the social learning platform had better learning achievements than the students who were used to the passive reception of knowledge. Besides, the knowledge transmitters and intermediaries performed better in learning achievement as well, and the knowledge contributors had closer interactions with their peers. The implications derived from the findings can inspire instructors/researchers to facilitate effective social learning, and provide suggestions to develop effective algorithms to analyze social interaction behaviors.

The Effect of Peer Interaction on Iranian EFL Learners’ Self-efficacy in Vocabulary Learning

The current study aimed to explore the effects of peer interaction on self-efficacy in vocabulary learning. The participants of the study included 64 EFL students in two intact classes at Takhti high school and Pardis language institute in Hamedan, Iran who were conveniently sampled to take part in the study. They aged 15-17 and were randomly positioned into one experimental and one control group. The participants were assigned as the experimental group and as control group 32 each. the experimental group received the intervention including peer interaction for example Word Expert Cards (Richek &amp; McTague, 2008) while those in the control group had time to learn vocabularies and deepen their learningindividuallyand researcher monitored and told them to memorize or paraphrase the vocabularies themselves individually All the participants completed a self-efficacy questionnaire on vocabulary learning. The participants completed a questionnaire on self-efficacy learning twice, once before the treatment as the pretest and a second time after the treatment as the posttest. The data thus obtained were then analyzed through measuring the Analysis of Covariance (ANCOVA) to examine the trajectories of change in the participants’ self-efficacy over the treatment. The results indicated a significant increase in the self-efficacy indexes of the experimental group compared with the control group. The findings from the current study provide empirical evidence suggesting that through peer interaction it could be possible to enhance self-efficacy, which in turn may contribute to the development of language skills.

How to structure group work? Conditions of efficacy and methodological considerations in physical education

This article is grounded in social constructivist perspectives of learning: its purpose is to provide an overview of the ‘ Interactions Sociales et Acquisition’ (ISA) [Social Interactions and Acquisition] French group’s research that examines how a peer-assisted learning (PAL) group context facilitates students’ acquisition of motor and social skills in physical education (PE). Issues addressed include the pairing of students in dyads and how training them to endorse tutor and tutee roles facilitates students to work in small groups. The effects of peer interaction on social relations and the inclusion of students with special needs are also overviewed. Findings regarding the influence of student interactions on learning were derived using a variety of data collection methodologies, including quantitative data used to test the effectiveness of various interactive procedures and qualitative analyses of verbal protocols to better understand the interactive dynamics involved in such learning devices. The ISA work highlights the complementary value of both of these methodological approaches for studying group work effects. ISA findings suggest that PE teachers prepare students for functional interaction group work by taking into consideration the students’ characteristics (like gender or desire for control) in the constitution of dyads and then effectively training the tutors to deliver the expected content. Cooperative learning (CL) contexts also provided a viable alternative for facilitating the inclusion of students with disabilities or those with lower initial skill levels.