Peer Interaction Research Articles

Parental Perceptions of Children’s Schooling in Urban Squatter Families in Bangladesh

SYNOPSIS Objective. This paper examines parents’ perceptions of their school-age male and female children’s performance in nine domains of school work and SES factors that are associated with fathers’ and mothers’ perceptions of children’s academic performance in urban squatter (baste) families in Bangladesh. Design. Fathers and mothers from 120 two-parent families with an elementary school-age child (M = 9.08 years) participated in the study. Fathers and mothers were interviewed separately in their homes. Results. Fathers and mothers did not differ in reporting male and female children’s school performance in all nine areas of school work, and both male and female children performed equally well. Fathers’ education was positively associated with their perceptions of children’s commitment to school, peer interactions, and math and reading skills; child age showed a positive association with children’s participation in school activities; and the number of children in the family was negatively related to children’s math skills. Mothers’ education and marital satisfaction were positively linked to children’s asking for academic help, and mothers’ age and children’s age were positively associated with children’s participation in school work. Marital satisfaction was positively related to children’s performance in math and reading. Conclusions. Findings are discussed with regard to parents’ changing views on gender roles, the importance of children’s education, and early childhood development in squatter families. The policy implications of the findings are to buttress parents’ involvement in their children’s education in squatter families in the majority world countries.

Impact of Peer Interaction on the Improvement of English Speaking for Students of Non-English Majors

This paper explores the impact of peer interaction on the improvement of English speaking for students of non-English majors. Peer interaction is always seen as the most important factor affecting students’ English speaking performance. The purpose of this paper is to discover the essence of peer interaction, then try to apply the concept of peer interaction to the actual university class. At last, this paper advocates that we should adopt the interactional teaching mode to help students improve their English speaking proficiency.

Exploring the Juvenile Justice Act: Legal Framework and Psychosocial Interventions for Children in Conflict with the Law

Understanding and supporting children in conflict with the law (CCL) is vital for their positive transformation. By exploring the factors influencing their behaviour, developmental influences, historical context of juvenile justice and effective interventions, we empower these youths for a brighter future. CCL refers to individuals under 18 alleged or found to have committed an offense. Recognizing their needs and challenges is essential for devising suitable rehabilitation strategies. Identifying risk factors contributing to children's criminal involvement is essential for effective intervention. These factors range from individual and family aspects to wider community and societal influences. Targeting these factors can prevent CCL. Embracing a developmental perspective is crucial for understanding the reasons behind a child's unlawful actions. Positive parenting, quality education, healthy peer interactions and community support play pivotal role in shaping a child's choices. Exploring the history of juvenile justice offers insights into societal responses to young offenders. A shift from punitive measures to rehabilitation reflects an evolving understanding of CCL's unique needs. Understanding definitions from the Juvenile Justice Act is vital for effective work with CCL. Concepts like "best interest of the child" and "observation home" guide interventions and decisions. Implementing psychosocial interventions addressing cognitive, emotional, and social needs proactively rehabilitates CCL. Disciplinary measures, counselling, vocational training, mentorship, and access to education with a positive approach are the key. Integrating these aspects creates a holistic framework to support CCL. This approach fosters personal growth, safer communities, and a just society.

From reflective practice to communicative interaction: a case study on the use of blogs by student teachers

Abstract This case study examines the use and possibilities of blogging as reflective practice journals by student teachers during their practicum. The blog serves as a tool for the construction of their teacher identity through the encouragement of daily reflection on school experiences. The study investigates how the blog, as a digital tool, facilitates peer interaction, reflective thinking, and collaborative knowledge construction. Conducted with participants from primary and secondary education programs at the University of Valencia the research employs a qualitative, instrumental case study methodology. The researcher acted as the teacher-tutor of the internships and students shared their impressions by sharing their experiences within the group. Findings suggest that blogs function as effective platforms for fostering reflective writing, enhancing peer support, and promoting collaborative knowledge construction, ultimately contributing to the development of professional identity among student teachers. Self-censorship is identified as the main limitation, especially when sharing perceived shortcomings in the school system and teaching practice. The study concludes that the blog provides an interactive space that enriches personal writing expression and collaborative learning, highlighting also their value in teacher education.

Self-Regulated Strategy Development With and Without Peer Interaction: Improving High School Students’ L2 Persuasive Essay Revisions

High school students for whom English is a second language (L2) often struggle with effective text revision because of limited ability to self-regulate their writing, that is, to manage the subprocesses of writing and to use writing-related knowledge and strategies. To help students in China acquire effective text revision skills for English persuasive essays, self-regulated strategy development (SRSD) revision instruction was applied both with and without peer interaction targeting knowledge of six writing dimensions. An experimental design involving 120 Chinese 11th-grade students in three conditions, that is, SRSD revision instruction with and without peer interaction (two treatment conditions) and conventional instruction without SRSD (control condition), was applied to examine the instructional effects on students’ writing and text revisions. Analyses of covariance revealed a statistically significant increase in text length and improvement in students’ text quality regarding higher-order content-level writing dimensions in both treatment conditions compared to the control condition in a post-intervention test. Notably, the most substantial improvement regarding both text length and text quality was observed in the SRSD plus peer interaction condition. Further, students in both treatment conditions made more text revisions involving longer text segments aimed at improving quality and changing meaning compared to those in the control condition. Among these, the students in the SRSD plus peer interaction condition exhibited the highest frequency of high-quality text revision during the posttest. The findings provide new insights into the effectiveness of SRSD revision instruction and peer interaction in developing L2 high school students’ self-regulation in revising English persuasive essays.

The Role of Self-efficacy in Motivating Middle School Students' Learning

Self-efficacy is a pivotal psychological factor that shapes an individual's actions and motivations, significantly influencing the learning journey of middle school students. By examining the current state of self-efficacy and learning motivation among adolescents, this paper, drawing on practical teaching insights, explores their interplay. Evidence suggests that students with robust self-efficacy tend to exhibit stronger learning motivation and resilience, whereas those with lower self-efficacy are more likely to shy away from academic challenges. Hence, bolstering students' self-efficacy is critical for enhancing their learning drive. The paper proposes strategies such as achievement feedback, teacher support, and peer interaction to improve self-efficacy among middle school students.

Anatomically Correct! A qualitative evaluation of an integrated cadaveric clinical skills workshop series designed for future pharmacist prescribers

Abstract Introduction All newly qualified pharmacists in the UK will register as independent prescribers from 2026. Schools of Pharmacy are required to adapt current curricula to allow for greater embodiment of the skills future prescribers require. One essential element of the curriculum for prescribing pharmacists, set by the General Pharmaceutical Council, is understanding anatomy1. Clinical examination techniques can be difficult to grasp without anatomical understanding of physical landmarks. Previously, pharmacists have had little anatomy training. The need for a stronger foundation of clinical skills and knowledge of anatomical landmarks is imperative as graduates become prescribers. Aim To explore the student perceptions of integrated pharmacist anatomy education. Methods In September 2022, an interprofessional team of anatomy and pharmacy academics developed a novel, two-year workshop series using cadaveric examination to better dovetail with clinical skills practical classes, delivered in the same week and covering the same body systems. Within the dissection room, students were invited to complete self-directed exploratory tasks using cadavers followed by interprofessional direction about relevant anatomical landmarks needed for clinical examination techniques. Qualitative evaluation of student perspectives of this experience was undertaken in autumn 2023. Semi-structured interviews following a topic guide were arranged using purposive sampling by inviting students on the new programme (years one and two) and students who had received the non-integrated, anatomy-only programme (years three and four). Interviews were conducted and recorded using Microsoft Teams. Transcripts were cleaned and quality checked. Inductive, open-coding was conducted following Braun and Clarke’s reflexive thematic analysis to understand student experiences and perceptions, with coding and theme generation from one author (DD) with a second author (CEC) for sense-checking in a collaborative approach2. A combination of latent and semantic codes were used as appropriate. Epistemological considerations regarding the data were constructivist, with experiential orientation. Institutional ethical approval was granted for this study (reference: 36415/2023). Lead author (DD) noted his positionality as a fourth-year MPharm student. Results Seventeen one-to-one interviews (n=17) were conducted with post- (n=8) and pre-curriculum change participants (n=9). Five themes were derived from transcripts: navigating initial reactions to anatomy education; valuing integrated and experimental learning; transfer and consolidation of knowledge through staff and peer interaction; individualised perception comprising of student’s overall anatomy experience; prospective application of knowledge via content integration. Content integration was seen as beneficial by students, suggesting that it gave greater insight into the role and remit of a pharmacist and guided them towards the ‘more relevant’ information. Discussion and Conclusion An integrated approach of aligning clinical skills teaching with a multi-disciplinary-led, practical cadaveric anatomy series provided students with greater self-perceived confidence and understanding of clinical examination techniques. Students appreciated the importance of anatomy knowledge in prospective roles as prescribing pharmacists. Limitations of the study included the single site for recruitment at one School of Pharmacy, limiting transferability. Students highlighted benefits of being taught by practising clinical pharmacists who could illustrate the links to diagnosis and prescribing skills. Future research should focus on the longitudinal impact of an integrated anatomy education both pre- and post-registration.

Determining the Effect of Feedback Quality on User Engagement on Online Idea Crowdsourcing Platforms Using an AI model

The success of idea crowdsourcing platforms relies on fostering a collaborative environment that encourages active user participation, measured by the quality and quantity of contributions and interactions. However, understanding the impact of peer interactions on user engagement and the innovation process remains challenging. While previous studies have focused on sentiment analysis, the contextual interpretation of peer feedback and its effects on engagement and innovation have yet to be explored. To address this knowledge gap, we propose a feature-based AI model that categorizes peer feedback based on its quality and polarity. Our model achieves 96% accuracy in identifying feedback quality (constructive vs. non-constructive and toxic vs. non-toxic) and feedback polarity (negative vs. positive). This contextual feedback categorization provides a foundation for quantitatively analyzing the impacts of feedback on user engagement and the innovation process. Our results show that positive and constructive peer feedback has a significantly positive effect, while toxic and negative peer feedback has a significantly negative impact on the process of idea generation, idea evaluation, and idea selection. Our results also indicate that inexperienced users are more susceptible to toxic feedback than experienced users. Based on these findings, we suggest a recommendation and reward system for incentivizing constructive feedback and preventing toxic feedback.

The Impact of Teenage Media Use on Academic Performance, Peer Influence, Interpersonal Relationships, And Personality Development

This paper explores the impact of teenage media use on academic performance, peer influence, interpersonal relationships, and personality development. Based on data collected through a survey of 1,200 teenagers aged 13-18 and analyzed using SPSS, the study examines the different types of media used by teenagers, including social media, video games, television, and the internet, and their effects on various aspects of their lives. The results suggest that excessive media use, particularly social media and video games, has a significant negative impact on academic performance while also affecting peer interactions, interpersonal relationships, and personality development. The findings highlight the need for balanced media use among teenagers to foster healthy development.

Peer Interaction Dynamics and Second Language Learning Trajectories During Study Abroad: A Longitudinal Investigation Using Dynamic Computational Social Network Analysis

AbstractUsing computational Social Network Analysis (SNA), this longitudinal study investigates the development of the interaction network and its influence on the second language (L2) gains of a complete cohort of 41 U.S. sojourners enrolled in a 3‐month intensive study‐abroad Arabic program in Jordan. Unlike extant research, our study focuses on students’ interactions with alma mater classmates, reconstructing their complete network, tracing the impact of individual students’ positions in the social graph using centrality metrics, and incorporating a developmental perspective with three measurement points. Objective proficiency gains were influenced by predeparture proficiency (negatively), multilingualism, perceived integration of the peer learner group (negatively), and the number of fellow learners speaking to the student. Analyses reveal relatively stable same‐gender cliques, but with changes in the patterns and strength of interaction. We also discuss interesting divergent trajectories of centrality metrics, L2 use, and progress; predictors of self‐perceived progress across skills; and the interplay of context and gender.

‘More group work would be nice’: exploring peer interaction and belonging in the first-year experiences of culturally and linguistically diverse migrant and refugee students

ABSTRACT A critical factor influencing culturally and linguistically diverse migrant and refugee (CALDMR) students’ educational outcomes is how they experience belonging through peer and educator interactions. To better understand their first-year experiences of belonging, this study analysed 788 responses in the National Student Experience Survey 2020–2022 from first-year CALDMR students studying at a large Australian university. Mixed methods were used with quantitative analysis of closed-ended survey items and qualitative text and thematic analysis of comments relating to peer interaction and sense of belonging. CALDMR students reported lower frequencies of interactions with peers than domestic students with English as first language, yet they highly valued these interactions and believed that educators had a key role in facilitating them. Therefore, this study offers new insights and recommendations on enhancing CALDMR students’ sense of belonging through educator and peer interactions.

Unveiling Layers of Interaction: An Investigation into the Behavioral Transformations of Preschoolers with Autism Spectrum Disorder Through Assistive Technology from a Caregiver’s Perspective

This qualitative study explores the impacts of assistive technology (AT) on preschoolers with autism spectrum disorder (ASD) from the perspective of caregivers who observe and experience these behavioral changes firsthand within the home environment. Utilizing a phenomenological research design, the study involved semi-structured interviews with 10 caregivers, including both mothers and grandmothers. The analysis revealed several key themes: enhanced communication, improved social interaction, learning and development, challenges and support needs, and the variety and everyday usefulness of AT. Caregivers reported significant advancements in both verbal and nonverbal communication, increased family and peer interactions, and the development of academic and life skills in their children. However, challenges such as technical difficulties and the need for professional support were also highlighted. The study underscores the potential of AT to significantly improve the quality of life for children with ASD while also emphasizing the importance of robust support systems to optimize AT utilization. These findings contribute to a deeper understanding of the nuanced impacts of AT on children with ASD, offering valuable insights for future research and intervention strategies. Received: 8 September 2024 / Accepted: 31 October 2024 / Published: 05 November 2024

Childhood predictors of avoidant personality disorder traits in adolescence: a seven-wave birth cohort study.

Although it is widely assumed that avoidant personality disorder (AvPD) originates in childhood, there is little prospective research to substantiate this claim. We therefore aimed to determine whether presumed childhood risk factors predict AvPD traits at 16 years. A population-based sample (n = 1,077; 50.9% female) from the 2003 and 2004 birth cohorts in (blinded for review) Norway was examined biennially from 4 to 16 years. The number of AvPD traits at the age of 16 was assessed with the structured clinical interview for DSM-5 personality disorders and regressed on the intercept and growth in child risk and protective factors until the age of 14. The prevalence of AvPD at the age of 16 was 3.2% (95% CI: 2.2-4.1). Higher levels and an increased number of social anxiety symptoms over time, as well as increased negative affectivity/neuroticism, predicted a higher number of AvPD traits. When the levels and changes in these factors were adjusted for, less and decreasing extraversion forecasted more AvPD traits, as did declining self-worth, higher levels of parental AvPD traits, and increased onlooking behavior. Neuroticism, low extraversion, social anxiety symptoms, passive onlooking behavior, and low self-worth predicted a higher number of AvPD traits in adolescence, as did more AvPD traits in parents. Efforts to enhance self-worth, reduce social anxiety, and promote peer interaction among onlooking children may reduce the development of AvPD traits in adolescence.

Emotion coupling across socialization contexts in adolescence: Differences in parent-child and peer interactions.

People spontaneously adjust their emotions to others when they interact. This temporal coupling of emotions is an adaptive process facilitating social bonding. The present study examined differences in coupling patterns during parent-child versus peer interactions in adolescence, a developmental period marked by evolving parent-child dynamics and bond formation with peers. Because adolescents prioritize peer bonding while gradually asserting their autonomy from parental influence, we hypothesized that peer dyads showed stronger coupling than parent-adolescent dyads. Adolescents (age 16) with diverse ethnic backgrounds (N = 615; 50.2% female; 46.8% European American, 31.2% African American, 5.0% Hispanic, 3.0% Asian or Pacific Islander, 2.0% Native American, and 12.0% multiple ethnic backgrounds) participated in two videotaped interaction tasks: one with a parent and one with a self-nominated peer. Parent and peer interactions included discussions on positive and negative topics. Both dyad members' emotions were coded in real time. Cross-recurrence quantification analyses and growth-curve modeling revealed concurrent emotion coupling patterns, with peer dyads showing stronger coupling than parent-adolescent dyads. Moreover, peer dyads showed the most pronounced coupling patterns when they discussed personal problems, while parent-adolescent dyads showed the most pronounced coupling patterns when they discussed the planning of a fun activity. Our findings emphasize the importance of microlevel emotion dynamics in understanding larger scale developmental shifts in relationships during adolescence. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

An Empirical Qualitative Investigation into Psychosexual Development in and Sex Education for Autistic Youth: Insights from Autistic and Non-Autistic Young Adults.

The present study was designed to examine autistic and non-autistic young adults' lived experience in psychosexual development and sex education and to solicit recommendations on how to improve sex education programs. Participants included 10 autistic young adults and 10 non-autistic young adults aged 18 to 24 years. The two groups were matched for sex and education level. One-on-one semi-structured interviews were conducted. Participants' responses were analyzed using comparative interpretative phenomenological analysis. Four superordinate themes emerged: (1) "Who am I as a sexual being"; (2) Making sense of psychosexual development; (3) Sources of information; and (4) "Dear developers of sex education programs". Most autistic participants shared feelings of intense anxiety about romantic and sexual relationships, in part due to anticipated difficulties in social communication. Interestingly, although interview questions mostly focused on sex and adolescence, issues surrounding romantic relationships and their links to current self-concept were prominent themes in many autistic participants' responses, suggesting that autism-friendly sex education programs need to address issues related to romance and should target not only adolescents but also young adults. Also, autistic participants learned from peer interactions within the autistic community, highlighting the importance of facilitating peer exchanges and continuous learning beyond completing a program. Regarding delivery format, autistic participants valued concreteness and a mixed-sex small-group setting, and recommended using visual cues, real life examples, and role play. Autistic individuals have unmet psychosexual educational needs. Further research may consider their needs, lived experience, and recommendations when developing new autism-friendly sex education programs.

DIGITAL AND NON-DIGITAL GAMES IN YOUNG LEARNER EFL CLASSROOMS AT WARTIME IN UKRAINE

The present study aims to investigate the gaming habits of young learners (YLs) in the process of learning English as a foreign language and examine the role non-digital or conventional and digital games play in teaching English to young learners. It examines both conventional games used in the classroom and digital games played outside of formal instruction. Reasons for playing these two types of games were elicited from the children who were additionally asked about the preferences concerning playing games alone (solitary play) or with peers (collaborative play), in the English classroom or beyond it, i.e. preferred contexts for gameplay (classroom vs. home). The survey was conducted in Ukraine in a particularly challenging period in February and March, 2023, marked by the aftermath of COVID-19 and the subsequent declaration of martial law in the country. An online questionnaire was designed to collect data from our participants aged 10-13. The questionnaire was then administered to the children, and a total of 175 completed questionnaires yielded valuable results that formed the foundation of the study’s analysis. Findings revealed that in the current war-torn Ukraine most frequently preference is demonstrated for conventional games which are played within the structured environment of the English classroom. These games were perceived by YLs as a means offering them to alleviate the burdens of everyday stress while simultaneously facilitating lively and engaging peer interaction in English. Conversely, digital games were preferred for home-based play primarily due to their inherent entertainment value, essentially bringing them pleasure and enjoyment. One of the most crucial implications to be gleaned from this research lies in the urgent need for educators to actively integrate age-appropriate and educationally sound digital games and applications into their existing EFL curricula. By strategically incorporating these digital tools, educators can effectively supplement formal language instruction, fostering a more multifaceted and engaging learning experience for their young learners.

The Effect of Learning Environment on Students' Motivation in Learning

This study investigates the relationship between the learning environment and students' motivation through qualitative analysis of interviews and focus groups. Key themes emerged highlighting the influence of various environmental aspects on motivation. Participants emphasized the importance of supportive teacher relationships, noting that teachers who demonstrate genuine interest and provide constructive feedback foster higher motivation levels. A positive classroom climate characterized by respect, collaboration, and inclusivity was also identified as crucial for engagement. Peer interactions, particularly through collaborative learning experiences, enhanced motivation by creating a sense of belonging and accountability. Additionally, access to diverse resources and learning tools was vital for maintaining motivation, with students expressing a desire for engaging materials. The physical characteristics of learning spaces, such as seating arrangements and lighting, significantly impacted motivation, with flexible and organized environments contributing to comfort and engagement. While many students appreciated technology's role in facilitating interactive learning, concerns about distractions underscored the need for balanced integration. Overall, the findings align with existing literature, offering new insights into factors influencing motivation across educational levels. The study underscores the necessity for educators to foster supportive relationships, promote a positive classroom climate, provide diverse resources, and thoughtfully integrate technology, ultimately enhancing student engagement and success. Future research should further explore these dynamics, particularly in the context of evolving educational practices and technological advancements.

Supplemental Material for Emotion Coupling Across Socialization Contexts in Adolescence: Differences in Parent–Child and Peer Interactions

Supplemental Material for Emotion Coupling Across Socialization Contexts in Adolescence: Differences in Parent–Child and Peer Interactions

Socioemotional instruction in learning support staff across Italian primary schools: a call for using the ‘multidimensional, scaffolding framework’ in training programmes

ABSTRACT International research has illustrated that learning support staff (LSS) play a crucial role in the instruction of children with special educational needs and/or disabilities (SEND): they support the children’s classwork while teachers manage the whole-class instruction. However, fewer research studies have explored LSS’s role in the children’s socioemotional learning, although this support is highly important for pupils’ regulation of negative emotions, effective participation in whole-class conversations, and academic learning. The current research explores LSS socioemotional practices in a relatively unexamined country (Italy), providing LSS with a high level of training. Thirty-one primary-school-LSS members completed a questionnaire and interview. The LSS reported infrequently supporting the socioemotional learning of children with (and without) SEND despite their difficulties. Also, they appeared to overly control the children’s peer interactions and emotions, minimising their self-management. The participants associated their infrequent socioemotional instruction with their limited socioemotional training and preparedness, and insufficient persuasion by the national curriculum to promote socioemotional education. Findings are largely interpreted using a new ‘multidimensional, scaffolding framework’ linking LSS socioemotional practices and related children’s learning. Findings also suggest that the framework could usefully guide LSS training.

Strategi Manajemen Konflik Dalam Meningkatkan Kinerja Dosen Di Perguruan Tinggi

This study aims to analyze effective conflict management strategies in improving the performance of lecturers in higher education. Workplace conflicts often affect productivity, teaching quality, and job satisfaction among lecturers. Using a descriptive qualitative approach, this research examines how strategies such as mediation, open communication, and collaboration can create a conducive working environment. Data were collected through in-depth interviews with lecturers and university leaders, as well as observations and document analysis. Data analysis was conducted using triangulation. The results show that effective conflict management strategies can improve lecturer productivity, enhance the quality of peer interactions, and foster workplace innovation. Well-managed conflicts not only reduce tension but also increase job satisfaction and motivation.