Peer Models Research Articles

The Use of Peer Modeling to Increase Self-Efficacy in Research Methods Courses

One of the biggest challenges students face in any undergraduate methods course is a lack of confidence in their mathematical abilities, leading to a struggle for both retention of information and for continued involvement in research-based courses. In my article, I present a new approach to improving self-efficacy in undergraduate methods students and show that self-reported measures of learning improved as well as the completion of senior theses and directed research opportunities increased in the subsequent semester over previous years. Specifically, instead of teaching the course through academic articles and lessons from a textbook, I used a paper from the same course written by a former student as an exemplar of how to write a research paper. The peer-modeling approach improved student evaluations of the course immediately following the semester, increased the number of students involved in independent research subsequent to the course, and showed a high self-reported level of retention and use of research methods over a year after the course was completed.

Endogenous Social Interactions: Which Peers Matter?

This paper compares endogenous social interactions models to determine which one fits the classroom reality best. The analysis uses data from German 9th-graders and considers the effect of the best and worst peers scores, the peers sum and peers average scores on own achievement. Although each model seems plausible when estimated separately, comparison and a selection test point to the classmates average model, meaning that group-based policies are effective. The worst peers model comes second, followed by the best peers and the sum of peers models. Examination of different-ability students responses to increases of average peer achievement reveals either competition for the first place or last-place aversion. Conditional on own course preferences, own and peer characteristics, spillovers transmit only through cognitive ability. Therefore, regrouping on the basis of characteristics such as immigration background is obsolete. Policies should aim at low achievers in small enough classrooms because only then single-student influences can change the social norm. By improving the average through the worst, the best become even brighter.

Dealing collectively with critical incident stress reactions in high risk work environments: a case study on a European air navigation services provider

The aim of this paper is to shift the representation of coping patterns within high risk occupations to an existential part of cultural pattern and social structure, which characterises high reliability organisations. Drawing upon the specific peer model of critical incident stress management (CISM), in which qualified operational peers support colleagues who experienced critical incident stress, the paper discusses critical incident stress management in air traffic control. Our study revealed coping patterns that co-vary with the culture that the CISM programme fostered within this specific high reliability organisation. Seen as a social construct, CISM culture was found effective in the interaction of operational staff, supervisors and the CISM programme manager. We were able to demonstrate that social mechanisms of trust, interaction and communication are important factors in high reliability organisations. Indeed, we found that the CISM programme once integrated within the socio-cultural patterns of this specific working environment enhanced not only individual feelings of being supported but also organisational safety culture.

The role and impact of student leadership on participants in a healthy eating and physical activity programme

Objective: In the USA there are rising rates of obesity among children, at least in part due to unhealthy eating and physical inactivity. Implementing school-based health interventions with elementary school children focused on youth empowerment could lead to improved health environments and behaviours. The purpose of the present study was to examine elementary students’ perceptions of participating in a student-led school health improvement team. Empowerment theory guided the research, specifically the concept of including participants in programming to identify possible individual-level outcomes. Design: Qualitative research. Setting: One US elementary school formed a student-led school health improvement team, focusing on healthy eating and physical activity, comprising nine students and two adult co-advisers. Methods: Data collection included 19 individual interviews with students and advisers and four non-participant observations of team meetings and reform initiatives. To ensure the perceptions of the research participants’ guided data analysis, analytic induction was undertaken using grounded theory. Results: Students and advisers shared similar perceptions that the student-led health reform process had a significant impact on several areas of students’ life skills and health behaviours. Specifically, they identified improved leadership skills (assuming responsibility, self-confidence in public speaking and pride in becoming healthy role models) and health behaviours (dietary intake and physical activity) as outcomes of their emerging identities as health reform leaders. Conclusion: This study documented previously identified psychological empowerment outcomes, such as perceived control and proactive health behaviours, and additional positive outcomes, such as peer modelling. The findings suggest that team membership may positively impact on young people, which could support the inclusion of students as leaders in future interventions.

Characteristics of peer models at a summer camp for children with autism

Purpose – The purpose of this study was to examine the openness, growth and loneliness of typical peers volunteering at a summer day camp for children with Autism Spectrum Disorder (ASD). Design/methodology/approach – In this study, the authors obtained descriptive data on the attitudes and behaviors of 38 adolescent peer buddies without disabilities volunteering at a summer camp for children with ASD using four short surveys. Surveys were given prior to the start of camp in an attempt to capture the attitudes and perspectives of the participants before they became more familiar with the characteristics of the children with ASD who were attending the camp. The authors examined if there were group differences on attitudes and behaviors based on age, gender and first-time volunteer versus returning volunteer peer buddy. Findings – The analysis showed that all volunteer peer buddies appeared open to interacting, playing and developing friendships with the child represented in the vignette with ASD. Participants indicated increased feelings of independence, ample ability to establish friendships and a desire for adventurous and explorative activities. Significant differences were found based on age and gender on openness to a peer with ASD characteristics. Originality/value – The results of this study have the potential to serve a broader purpose by demonstrating the types of children and adolescents that may be optimal choices to serve as peer mentors or buddies for peers with ASD attending summer camps or other community-based programs, as well as in classroom settings.

Parent, peer, and executive function relationships to early adolescent e-cigarette use: A substance use pathway?

IntroductionLittle is known about influences on e-cigarette use among early adolescents. This study examined influences that have been previously found to be associated with gateway drug use in adolescents: demographic (age, gender, ethnicity, free lunch), social contextual influences of parents and peers, and executive function deficits (EF). MethodsA cross-sectional survey was administered to 410 7th grade students from two diverse school districts in Southern California (M age;=12.4years, 48.3% female, 34.9% on free lunch (low socioeconomic status), 45.1% White, 25.4% Hispanic/Latino, 14.9% Mixed/bi-racial.) Logistic regression analyses examined influences of demographic, parent e-cigarette ownership and peer use, and EF on lifetime e-cigarette, and gateway drug use (cigarette and/or alcohol use). ResultsLifetime use prevalence was 11.0% for e-cigarettes, 6.8% for cigarettes, and 38.1% for alcohol. Free lunch and age were marginally related to e-cigarette use (p<.10). Parent e-cigarette ownership was associated with use of all substances, while peer use was associated with gateway drug use (p's<.05-.001). EF deficits were associated with use of all substances five times more likely than others to use e-cigarettes and over twice as likely to use gateway drugs. ConclusionsE-cigarette and gateway drug use may have common underlying risk factors in early adolescence, including parent and peer modeling of substance use, as well as EF deficits. Future research is needed to examine longitudinal relationships of demographics, parent and peer modeling, and EF deficits to e-cigarette use in larger samples, trajectories of e-cigarette use compared to use of other substances, and the potential of EF skills training programs to prevent e-cigarette use.

Effects of a classroom-embedded occupational therapist-teacher handwriting program for first-grade students.

This study examined the effectiveness of Write Start, a handwriting and writing program cotaught by teachers and occupational therapists for first-grade children. Four classrooms (n = 80) received the Write Start program, and four (n = 58) received standard handwriting and writing instruction. Two teachers and an occupational therapist implemented the 24-session manualized program, which included station teaching and individualized supports. The program emphasized practice in small groups in which the coteaching team provided students with frequent feedback, encouraged self-evaluation, and facilitated peer modeling and peer evaluation. Students who completed the Write Start program improved more in handwriting legibility and speed than the group receiving standard instruction. Writing fluency and written composition were no different between groups at posttest; however, writing fluency was significantly higher for Write Start students at 6-mo follow-up. Write Start students with low legibility at baseline made significant improvements, suggesting that the program may benefit students at risk for handwriting and writing problems.

Text Modeling in Adaptive Educational Chat Room

This paper discussed a model for monitoring the text and expressions used by the student during the educational chat session with his colleagues about a particular topic assigned to be discussed during a particular session. Monitoring is done through text modeling process by evaluating the expressions used by the student within the session time. This method is used to improve the general idea of the educational Chat among students and make it formalized which will lead to make the students behave more seriously during the session chat. Experiments performed as well as previous studies have produced mathematical equations based on the parameters extracted by analyzing and mining the messages submitted by the peers. Text model will be added to the time and peer model to construct the final student model in the educational chat room.

Banking on Strong Bones Curriculum Promotes Behavior Change

The curriculum is designed to increase knowledge/awareness of the role calcium-rich and weight-bearing activities play in building and maintaining strong bones among children and to improve food and beverage choices based on Dietary Guidelines recommendations. Fourth-grade children and their families have participated in the program. Informed by social cognitive theory, this curriculum uses peer modeling, environmental support and goal-setting to promote behavior change. An estimated 70% of pre-teen girls and 60% of pre-teen boys do not meet the daily calcium recommendation, which places them at risk of developing osteoporosis as adults. A 5-lesson curriculum was designed for use in school classrooms during a 5-week time frame. The program includes hands-on activities, calcium tracking, educational displays, follow-up activities for the teacher, participation incentives using “cow coins” and “cow banks”, and optional taste testing activities. Parents/caregivers were provided with weekly newsletters summarizing their child's activities, along with nutrition information, recipes and goal-setting activities. Pre- and post-surveys of children and parents assessed knowledge gain and achievement of nutrition-related goals. Participants (n=9,163; 49.7% male) significantly increased their knowledge of calcium sources, indicated preference for milk over soda/pop, increased their self-reported consumption of calcium-rich foods and decreased their consumption of sweetened beverages (p <.05). About 51% of parents/caregivers reported a positive change in the children's eating habits at home. Classroom nutrition education with parent involvement can promote behavior change to increase calcium consumption.

Engaging Canadian youth in conversations: Using knowledge exchange in school-based health promotion

The voice of youth is crucial to advancing solutions that contribute to effective strategies to improve youth health outcomes. The problem, however, is that youth/student voices are often overlooked, and stakeholders typically engage in decision-making without involving youth. The burden of chronic disease is increasing worldwide, and in Canada chronic disease accounts for 89 per cent of deaths. However, currently, youth spend less time being physically active while engaging in more unhealthy eating behaviours than ever before. High rates of unhealthy behaviours such as physical inactivity, unhealthy eating and tobacco use are putting Canadian youth at risk of health problems such as increased levels of overweight and obesity, cardiovascular disease and type 2 diabetes. Focus group methodology was utilised to conduct 7 focus groups with 50 students in grades 7–12 from schools in Prince Edward Island, Canada. The key themes that emerged included: (1) youth health issues such as lack of opportunities to be physically active, cost and quality of healthy food options, and bullying; (2) facilitators and barriers to health promotion, including positive peer and adult role models, positive relationships with adults and competitiveness of school sports; and (3) lack of student voice. Our findings suggest that actively engaging youth provides opportunities to understand youth perspectives on how to encourage them to make healthy choices and engage in healthy behaviours. Attention needs to be paid to inclusive knowledge exchange practices that value and integrate youth perspectives and ideas as a basis for building health promotion actions and interventions.Keywords: knowledge exchange, youth health, youth engagement

Moving Online: Changing the Focus of a Writing Center

This paper charts the development of a small departmental writing center at a university in Japan. The paper discusses the results from two semesters of an ongoing action research project focused on improving the usage of the center. Faced with significant constraints and decreasing usage, the project used student survey data collected at the end of each semester to drive developments to the center. This led to a shift from using a face-to-face peer model for the writing center, to organizing it as an online writing lab. The article demonstrates the potential benefits of moving online for centers facing significant constraints, and the importance of using data for decision making in driving center development.

Discriminative Stimulus Social Skills Training: The Effects of Video-Based Exemplars of Teacher Requests on the Compliance of Students with Behavioral Disorders

Virtually all social skills training (SST) regimens incorporate live or video modeling to effect gains in the targeted skills; there seems to be an implicit assumption that a behavioral model must be shown. The experimental literature to date has not investigated the effects of presenting video-based stimulus exemplars in the absence of video-based response models. In the present study two concurrent, yet independent, experiments evaluated the effectiveness of two SST regimens on the compliance of students with emotional and behavioral disorders. The first experiment represents the initial application of a video-based SST procedure, Discriminative Stimulus Social Skills Training (DS-SST). This intervention included multiple video-based exemplars of teacher requests within instruction designed to establish the requests as discriminative stimuli for individual responses that, collectively, were members of the response class, “compliance.” The second experiment evaluated the effectiveness of a novel, yet more traditional, SST approach on compliance. The Peer Assisted Social Skills Training (PA-SST) included peer modeling, imitation, role playing, and feedback/discussion and was included in the study as a nontechnological point of reference for DS-SST. Both experiments also evaluated the effects of treatment on on-task and talk-out behaviors. Results indicated a functional relation between DS-SST and compliance as well as on-task behaviors. The PA-SST experiment did not demonstrate a functional relation with compliance, but was associated with gains in on-task and a reduction in talk-out behaviors. A discussion is presented on the relationship between the DS-SST video-based elements and factors that promote generalization. Results also are related to the construct of stimulus control. Limitations and implications for future research are presented.

Effects of creating video-based modeling examples on learning and transfer

Two experiments investigated whether acting as a peer model for a video-based modeling example, which entails studying a text with the intention to explain it to others and then actually explaining it on video, would foster learning and transfer. In both experiments, novices were instructed to study a text, either with the intention of being able to complete a test (condition A), or being able to explain the content to others (condition B and C). Moreover, students in condition C actually had to explain the text by creating a webcam-video. In Experiment 1 (N = 76 secondary education students) there was no effect of study intention on learning (A = B), but explaining during video creation significantly fostered transfer performance (C > B; C > A). In Experiment 2 (N = 95 university students), study intention did have an effect on learning (C > A; B > A), but only actual video creation significantly fostered transfer performance (C > A).

Bridge Builders: A Qualitative Study Exploring the Experiences of Former Refugees Working as Caseworkers in the United States

ABSTRACT.Individuals who come to the United States as refugees and work as resettlement caseworkers offer peer support, modeling, and assistance with integration to newly arriving refugees, despite often having limited training or experience in social service provision. A phenomenological approach was utilized to gain understanding about the experiences of refugee caseworkers. Nine caseworkers who came to the United States as refugees completed in-depth interviews. Thematic analysis was used to identify primary themes, including: a) the caseworker's bridge-building role with clients; b) their role in building bridges with others in the community, including the resettlement agency; and c) the caseworkers’ experience as bridge builders, including motivations, perspectives toward their role, and needed supports. Refugee service providers face unique challenges in negotiating boundaries with clients and meeting the expectations of their ethnolinguistic community members. Their strengths in understanding household experiences and in building agency and community understanding highlight their ability to contribute to positive resettlement outcomes. The findings from this study have implications for agencies serving refugees and for other social services that utilize peer-support strategies, particularly in regards to staff training and support. Findings highlight the need for research examining effective resettlement strategies and the perspectives of refugees toward resettlement approaches.

From parent to ‘peer facilitator’: a qualitative study of a peer‐led parenting programme

Peer-led interventions are increasingly common in community health settings. Although peer-led approaches have proven benefits for service users, relatively little is known about the process and outcomes of participation for peer leaders. This study investigated experiences of parents who had participated as 'peer facilitators' in Empowering Parents, Empowering Communities (EPEC), a peer-led programme designed to improve access to evidence-based parenting support in socially disadvantaged communities. A qualitative cross-sectional design was used. Semi-structured interviews were conducted with 14 peer facilitators and scrutinized using thematic analysis. Peer facilitators developed their knowledge and skills through personal experience of receiving parenting support, participation in formal training and supervised practice, access to an intervention manual, and peer modelling. Peer facilitators described positive changes in their own families, confidence and social status. Transformative personal gains reinforced peer facilitators' role commitment and contributed to a cohesive 'family' identity among EPEC staff and service users. Peer facilitators' enthusiasm, openness and mutual identification with families were seen as critical to EPEC's effectiveness and sustainability. Peer facilitators also found the training emotionally and intellectually demanding. There were particular difficulties around logistical issues (e.g. finding convenient supervision times), managing psychosocial complexity and child safeguarding. The successful delivery and sustained implementation of peer-led interventions requires careful attention to the personal qualities and support of peer leaders. Based on the findings of this study, support should include training, access to intervention manuals, regular and responsive supervision, and logistical/administrative assistance. Further research is required to elaborate and extend these findings to other peer-led programmes.

Predictability of smoking onset among Romanian adolescents

Abstract Objectives: Research identifying reliable and country-specific predictors of smoking is needed in order to develop effective adolescent smoking prevention programmes. The objective of this study was to assess the cognitive and socio-demographic factors associated with smoking onset among Romanian teenagers, using both cross-sectional and longitudinal data. Methods: The data were obtained from a two-wave, one-year longitudinal study carried out among 316 senior high school non-smokers from Cluj-Napoca, Romania. Questionnaires assessed smoking behaviour, attitudes, social influence, self-efficacy and intention regarding smoking (motivational variables) as well as different sociodemographic features. Results: The cross-sectional analyses showed that socio-demographics and motivational variables were strongly associated with smoking behaviour; the explained variance was 76%. The longitudinal analyses revealed that four variables explained 33% of the variance in change of status from non-smoking to regular smoking over a period of one year. Regular smoking onset after one year was predicted by baseline low self-efficacy in refraining from smoking in different situations, having more smoking friends and playing truant from school. Having a brother was a protective factor. Conclusion: The results suggest that smoking prevention programmes in Romania should strengthen self-efficacy beliefs and resistance against peer modelling and help Romanian young people to develop skills and action plans to cope with pressure to smoke and challenging situations.

Data resource discovery model based on hybrid architecture in data grid environment

SummaryToday, the management of massive data collections draws much attention as data grids have been developed to deal with large computational problems and provide the opportunity for sharing geographically distributed resources for large‒scale data‒intensive applications. Therefore, finding an effective approach to discover data resources in order to promote better interactions between application communities or virtual organizations becomes a critical challenge. Traditional grid resource discovery models are mostly based on central and hierarchical architecture that can lead to bottlenecking with the expansion of the grid scale. Although the Peer‒to‒Peer (P2P) technique is integrated into the grid in order to improve the performance in recent years, each P2P structure still has drawbacks that require several compensatory strategies. In this paper, based on the unstructured super‒node‒based architecture from the P2P system, we design a structured logic resource tree in each domain in order to effectively alleviate the load on the super‒node, and we propose a query recording learning algorithm based on this hybrid architecture to reduce traffic in the network and greatly shorten the response time. The model and algorithm are validated by simulations and compared with the traditional super‒peer model and the flooding‒based approach. Copyright © 2014 John Wiley &amp; Sons, Ltd.

Graduate student perceptions of eportfolios: Uses for reflection, development, and assessment

While there is discussion of eportfolios in many fields in higher education, there is little literature on eportfolios in the helping professions fields of school counselor and school psychology education. This study sought to explore graduate students' perceptions of the value of creating eportfolios and ways of improving the eportfolio process. Overall, the students found the construction of their eportfolios to be useful in reflecting on their competencies and in gaining confidence in using technology. The students also valued the hands-on training sessions, peer review opportunities and model portfolios, and technological skills built by creating the eportfolios, which they stated may be useful in job searches. Suggestions for improving the eportfolio process for future students include having all students only create eportfolios, being more explicit about reflection, and meeting with students earlier to expose them to the eportfolio platform in order to lessen technology anxiety and increase time for reflection.

Addressing Dental Fear in Children With Autism Spectrum Disorders

Dental care is a significant unmet health care need for children with autism spectrum disorders (ASD). Many children with ASD do not receive dental care because of fear associated with dental procedures; oftentimes they require general anesthesia for regular dental procedures, placing them at risk of associated complications. Many children with ASD have a strong preference for visual stimuli, particularly electronic screen media. The use of visual teaching materials is a fundamental principle in designing educational programs for children with ASD. To determine if an innovative strategy using 2 types of electronic screen media was feasible and beneficial in reducing fear and uncooperative behaviors in children with ASD undergoing dental visits. We conducted a randomized controlled trial at Boston Children's Hospital dental clinic. Eighty (80) children aged 7 to 17 years with a known diagnosis of ASD and history of dental fear were enrolled in the study. Each child completed 2 preventive dental visits that were scheduled 6 months apart (visit 1 and visit 2). After visit 1, subjects were randomly assigned to 1 of 4 groups: (1) group A, control (usual care); (2) group B, treatment (video peer modeling that involved watching a DVD recording of a typically developing child undergoing a dental visit); (3) group C, treatment (video goggles that involved watching a favorite movie during the dental visit using sunglass-style video eyewear); and (4) group D, treatment (video peer modeling plus video goggles). Subjects who refused or were unable to wear the goggles watched the movie using a handheld portable DVD player. During both visits, the subject's level of anxiety and behavior were measured using the Venham Anxiety and Behavior Scales. Analyses of variance and Fisher's exact tests compared baseline characteristics across groups. Using intention to treat approach, repeated measures analyses were employed to test whether the outcomes differed significantly: (1) between visits 1 and 2 within each group and (2) between each intervention group and the control group over time (an interaction). Between visits 1 and 2, mean anxiety and behavior scores decreased significantly by 0.8 points (P = .03) for subjects within groups C and D. Significant changes were not observed within groups A and B. Mean anxiety and behavior scores did not differ significantly between groups over time, although group A versus C pairwise comparisons showed a trend toward significance (P = .06). These findings suggest that certain electronic screen media technologies may be useful tools for reducing fear and uncooperative behaviors among children with ASD undergoing dental visits. Further studies are needed to assess the efficacy of these strategies using larger sample sizes. Findings from future studies could be relevant for nondental providers who care for children with ASD in other medical settings.

Peer modeling and innovation adoption among teachers in online professional development

This paper draws on three years of data from an online course on educational technology for practicing teachers, in which a goal was for teachers to develop a web-based application they could use in their own teaching. Based on analyses of discussion forums and teachers' course projects, we found that iterations of the course evolved over the years from being a loose association of peers involved in vastly different development projects with different tools, to a community of designers involved in a common endeavor, as more and more students chose the same open-source learning management system for their course projects. We tracked what factors seemed to affect how many and which teachers chose which development technologies, and how the process of making these choices evolved with the increased role of designed and emergent forms of peer modeling. We situate these findings in the literature on teacher professional development and technology use, arguing that existing conversations need to attend to the important role that peers play in teachers' learning and innovation adoption, particularly in online learning environments.