Social Peer Research Articles

Inclusión educativa en los procesos pedagógicos

La inclusión educativa invita a la incorporación de nuevas prácticas pedagógicas por parte de toda la comunidad académica, que contengan estrategias lúdicas y promuevan un ambiente inclusivo, permitiendo a sus alumnos alcanzar el éxito escolar. Cada estudiante posee intereses, capacidades y necesidades de aprendizaje distintos, por lo que el sistema educativo debe promover la aplicación de técnicas de enseñanza innovadoras que fomenten las habilidades y destrezas de los estudiantes con necesidades educativas especiales en la educación regular, teniendo en cuenta sus ritmos y estilos de aprendizaje.
 El derecho a una educación de calidad se fundamenta en la participación activa e igualdad de oportunidades de todos los estudiantes en los procesos pedagógicos, independientemente de su condición física, económica, social, etc. La escuela inclusiva busca eliminar las barreras de participación escolar y garantizar la equidad en la educación, a través de la aplicación de adaptaciones curriculares y el apoyo necesario en una Institución Educativa regular para conseguir que los alumnos con NEE desarrollen destrezas cognitivas y sociales.
 Los maestros, por su parte, tienen el desafío de crear aulas inclusivas donde se genere cambios y modificaciones en cuanto a metodologías que permitan la formación integral de los estudiantes y la adquisición de un aprendizaje significativo.

Guía de enseñanza para el aprendizaje exitoso en educación a distancia universitaria

El objetivo de este estudio fue analizar las estrategias exitosas de aprendizaje usadas por estudiantes universitarios para adquirir conocimiento en el Portal de la Plataforma Educativa (Seduca3) del nivel superior en educación a distancia, perteneciente a la Universidad Autónoma del Estado de México (UAEM). Para ello, se realizó un diseño no experimental de tipo documental y de campo con corte trasversal y método mixto (cuantitativo y cualitativo). El instrumento usado fue aplicado a 165 estudiantes con aprendizajes significativos de cinco carreras universitarias correspondientes a las áreas de ciencias económicas administrativas y ciencias biológicas. Con esto se procuró obtener estándares exitosos de enseñanza para ofrecer a los diseñadores de plataformas educativas guías para homologar y facilitar el aprendizaje. Los resultados demuestran que las estrategias que llevan al éxito académico son las siguientes: 1) conocimiento de objetivos y criterios de evaluación (qué y para qué se va a aprender); 2) control del contexto (con qué se va a aprender); 3) atribuciones externas para el aprendizaje (cómo se va a aprender), y 4) habilidades de interacción social y aprendizaje con compañeros (con quién se va a aprender). Esta guía facilita la recuperación de lo aprendido, expresado con la elaboración, y asociado con la retroalimentación positiva por logro, la cual genera la motivación intrínseca requerida para continuar aprendiendo. En pocas palabras, para promover un ciclo completo de aprendizaje significativo el estudiante debe tener claro “por qué, adónde, cómo, cuándo, cuánto, dónde y con quién” está aprendiendo. Por eso, se recomienda a los diseñadores de plataformas educativas que estos adverbios interrogativos aparezcan de forma explícita en los recursos brindados a los alumnos para facilitar y precisar la adquisición del conocimiento.

Peer Social Support Relations with Student Academic Stress

Self-determination is the ability of individuals to choose and determine the actions to be achieved in determining their future. Self-determination includes three indicators namely competence, autonomy and interrelation. If the individual or adolescent has low self-determination, he will perform actions or behaviors in accordance with peer group members, in this case related to peer conformity. conformity is behavior that arises because of the desire of individuals to imitate the attitudes and behavior of others, peers make it difficult for adolescents to believe in themselves and tend to trust more in peer groups. This study aims to: (1) describe the level of peer conformity in adolescents, (2) describe the level of teen self-determination, (3) test whether there is a significant relationship between peer conformity and adolescent self-determination.This type of research uses a quantitative approach with a correlational description method, with a sample of 249 students from SMA Negeri 12 Padang, using Stratified random sampling technique. The instrument used in this study was a questionnaire distributed via the Google forms application. Based on likert scale. Data were analyzed with descriptive statistical techniques and Pearson Product Moment correlation techniques with the help of the SPSS program.The results revealed that: (1) Peer conformity was in the moderate category with a frequency of 48%, (2) self-determination was in the moderate category with a frequency of 33%, and (3) There was a significant positive relationship between peer conformity with self-determination with coefficient correlation of 0.282 with a significance level of 0,000.

Peer Social Support Relations with Student Academic Stress

Peer Social Support is a social support that is most needed by students in school. Social support received can make individuals feel more happy, cared for, loved and self-confidence arises. Support provided can be an individual protective factor to prevent and make him avoid academic stress. Academic stress is stress related to student learning activities in school, in the form of tensions experienced by students both the workload, work and student learning demands, so that it affects the physical, emotional, and student behavior. This study aims to reveal a picture of the relationship of peer social support with student academic stress in SMA Negeri 8 Padang. This research is a descriptive correlational study, with a sample of 130 students obtained using stratified random sampling techniques. Data collection instruments used a scale questionnaire which was compiled by itself in data collection using the Google forms application. The results of the study showed a significant negative direction and showed that social support for peers in students at SMA Negeri 8 Padang was in the moderate to high category, and in terms of stress Academic students are in the moderate to high category.

Peer Social Support Relations with Student Academic Stress

Self-determination is the ability of individuals to choose and determine the actions to be achieved in determining their future. Self-determination includes three indicators namely competence, autonomy and interrelation. If the individual or adolescent has low self-determination, he will perform actions or behaviors in accordance with peer group members, in this case related to peer conformity. conformity is behavior that arises because of the desire of individuals to imitate the attitudes and behavior of others, peers make it difficult for adolescents to believe in themselves and tend to trust more in peer groups. This study aims to: (1) describe the level of peer conformity in adolescents, (2) describe the level of teen self-determination, (3) test whether there is a significant relationship between peer conformity and adolescent self-determination.This type of research uses a quantitative approach with a correlational description method, with a sample of 249 students from SMA Negeri 12 Padang, using Stratified random sampling technique. The instrument used in this study was a questionnaire distributed via the Google forms application. Based on likert scale. Data were analyzed with descriptive statistical techniques and Pearson Product Moment correlation techniques with the help of the SPSS program.The results revealed that: (1) Peer conformity was in the moderate category with a frequency of 48%, (2) self-determination was in the moderate category with a frequency of 33%, and (3) There was a significant positive relationship between peer conformity with self-determination with coefficient correlation of 0.282 with a significance level of 0,000.

Literacy-related features in repetitions

Studies about peer talk have pointed to the centrality of argumentative events in peer interactions and their contribution to children’s discourse skills. In this study we focus on and examine repetitive instances in argumentative peer talk with the aim of showing different functions repetitions can fulfil. Since there is relatively little intercultural research in this field, we have conducted an intercultural comparison. For this purpose, we identified events of argumentative character in naturally occurring peer talk of German- and Hebrew-speaking children in Germany and Israel, at kindergarten and pre-school respectively, and conducted a qualitative analysis. The findings indicate that the repetitions in both databases have much in common, displaying similar literacy-related features. In this way, repetitions are an available resource which is significant in events of argumentative nature for language and peer socialization, beyond cultural differences.

Access to and use of health and social services among people who inject drugs in two urban areas of Mozambique, 2014: qualitative results from a formative assessment

BackgroundPrior to 2014, data about health seeking behaviors or service uptake for People who inject drugs (PWID) in Mozambique did not exist. We present the results from the formative assessment component of the Biological and Behavioral Survey (BBS).MethodsStandardized interview guides were used during key informant interviews (KII) and focus group discussions (FGD) in Maputo and Nampula/Nacala to discuss issues related to risk behaviors and access to and utilization of health and social services by PWID. The target sample size was not defined a priori, but instead KII and FGD were conducted until responses reached saturation. Data analysis was based on the principles of grounded theory related to qualitative research.ResultsEighty-eight respondents, ages 15 to 60, participated in KIIs and FGDs. Participants were majority male from diverse income and education levels and included current and former PWID, non-injection drug users, health and social service providers, peer educators, and community health workers. Respondents reported that PWID engage in high-risk behaviors such as needle and syringe sharing, exchange of sex for drugs or money, and low condom use. According to participants, PWID would rather rent, share or borrow injection equipment at shooting galleries than purchase them due to stigma, fear of criminalization, transportation and purchase costs, restricted pharmacy hours, personal preference for needle sharing, and immediacy of drug need. Barriers to access and utilization of health and social services include distance, the limited availability of programs for PWID, lack of knowledge of the few programs that exist, concerns about the quality of care provided by health providers, lack of readiness as a result of addiction and perceived stigma related to the use of mental health services offering treatment to PWID.ConclusionsMozambique urgently needs to establish specialized harm reduction programs for PWID and improve awareness of available resources. Services should be located in hot spot areas to address issues related to distance, transportation and the planning required for safe injection. Specific attention should go to the creation of PWID-focused health and social services outside of state-sponsored psychiatric treatment centers.

Presence of a social peer enhances acquisition of remifentanil self-administration in male rats

BackgroundSocial peers influence human drug use at every stage of addiction. Using a dual-compartment apparatus that allows for limited social contact, recent work has shown that cocaine self-administration is enhanced when two rats are trained to self-administer at the same time compared to rats trained alone or trained in the presence of a saline self-administration control peer. The current study measured social influence on self-administration of the short-acting opioid remifentanil using a dual-compartment operant conditioning chamber. MethodsAdult male rats were placed in one of five groups: (1) REMI-REMI group, in which both rats self-administered remifentanil; (2) REMI-SAL group, in which rats self-administered remifentanil in the presence of a peer that self-administered saline; (3) SAL-REMI group, in which rats self-administered saline in the presence of a peer that self-administered remifentanil; and (4) REMI ALONE and (5) SAL ALONE groups, in which rats administered their respective drugs alone (no peer). Self-administration was measured using a 2-lever procedure during acquisition, maintenance, increasing fixed-ratio, and dose-response phases. ResultsThe presence of a social peer enhanced drug intake during acquisition, regardless of the drug exposure of their peer. Additionally, active lever position significantly affected remifentanil intake during acquisition and maintenance, with the greatest influence occurring when the active lever was close to the peer. ConclusionThe presence of a social peer in the drug-taking context potentiates remifentanil self-administration, regardless of the peer’s drug access. Future studies utilizing the dual-compartment apparatus will help elucidate the neural mechanisms underlying social influence on opioid abuse.

Social influence or selection? Peer effects on the development of adolescents’ educational expectations in Germany

Educational expectations are a key predictor of educational attainment. Throughout adolescence, friends increasingly function as ‘significant others’ and, thus, can affect the development of these expectations. Although scholars often interpret the clustering of students with similar expectations within friendship networks as the outcome of peer influence, a similarity of friends can also be a result of friendship selection processes and preselection due to ability tracking. We apply multilevel social network models to panel data of adolescents from Germany (1,992 ninth-grade students in 91 classes) to disentangle these mechanisms. Beyond selecting similar friends (homophily), we find that adolescents adapt their expectations towards the average expectations of their friends (social influence) but only in secondary-school tracks that support diverse educational paths. We conclude that peer socialization is important for the development of students’ educational expectations in contexts that are sufficiently heterogeneous to allow for the emergence of distinct peer milieus.

Studi Kasus: Addictive Media Sosial, Peer Acceptence dan Well Being pada Siswa Sekolah Dasar

This study aims to determine the correlation of addictive social media, peer acceptence, and well-being in elementary school students.The method used in this research uses a mix method which is done quantitatively and qualitatively. Quantitative method is done by giving questionnaires from each variable and then carried out by statistical tests using product moment correlation analysis. For qualitative interviews were conducted with elementary school students at SDN 1 Rejosari with in-depth interviews to find the meaning obtained.The results showed that r1 = -0.205, r2 = 0, 233 and r3 = 0.378. In ri there is no significant relationship because p 0.005 but the closeness is negative -0.205 so there is no positive relationship between addictive social media with well-being, r2 shows there is a positive relationship between addictive social media with peer acceptance and r3 indicates a positive relationship between peer acceptence and well-being of elementary school students. In the case of elementary school students who cause addictive because it is closely related to peer friendship so it will connect to the level of well-being.

Critical consciousness in children and adolescents: A systematic review, critical assessment, and recommendations for future research.

Critical consciousness refers to an individual's awareness of oppressive systemic forces in society, a sense of efficacy to work against oppression, and engagement in individual or collective action against oppression. In the past few decades, interest in critical consciousness as a resource that may promote thriving in marginalized people has grown tremendously. This article critically examines the results of a systematic review of 67 studies of critical consciousness in children and adolescents, published between 1998 and 2019. Across these studies, major themes included the role of socialization experiences, relationships, and context in the development of critical consciousness. In addition, critical consciousness was associated with a number of adaptive developmental outcomes, including career-related, civic, social-emotional, and academic outcomes-especially for marginalized youth. However, our analysis highlights several critical gaps in the literature. We highlight the need for further delineation of the impacts of parent and peer socialization on critical consciousness in specific developmental periods and for studying critical consciousness at multiple levels of the ecological system. We further note the dearth of rigorous experimental or quasi-experimental studies in the area of interventions to promote critical consciousness. In addition, we note that developmental questions-questions about the nature and function of critical consciousness over time-are largely unanswered in the literature, including questions about how critical consciousness manifests and develops during childhood. Leveraging the findings of our systematic review, we outline key next steps for this rapidly growing area of research. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Perbedaan Pemilihan Makanan dan Faktor yang Berkaitan pada Remaja Putri di SMA Daerah Kota dan Kabupaten

<em>This study was aimed to analyze differences in food selection and factors related to adolescent girls in the urban and rural high schools. The sampling technique used is the sample size difference of 2 proportions. Data was collected by giving questionnaires to respondents which included food choices and its related factors such as social media, body image, nutritional knowledge, food labels, and peers. Body weight and height used to measure the anthropometric data. The statistical test used in this research was the t-test. There were no differences in food choices, use of social media, perception of actual body shape, perception of desired body shape, and perception of ideal body shape in urban and rural (p> 0,05). There were differences in actual body shape with BMI, nutritional knowledge, understanding food labels , and peer influence in rural and urban (p <0,05). Found differences in perceptions of actual body shape with BMI, nutritional knowledge, understanding food labels, and peer influence in urban and rural areas. There were no differences in food choices, but there were differences in factors related.</em>

The Influence of Gender on Assertiveness, Behavior Control, Peers Social Skills and Task Orientation Of Preschoolers Aged 5-6

Outdoor education begins beyond the door of the classroom and promotes outdoor learning. Because it takes place in the natural environment, outdoor activities are more attractive, more appreciated by children, for which they are more motivated to become actively involved in the proposed work tasks. The research proposed and carried out by us aims to investigate the training and informative valences of an educational intervention program based on outdoor type experiential activities in preschool education, ages 5-6. Although this concept is at the beginning of the road in Romania, studies conducted abroad and the educational reality of other education systems have shown that outdoor education has many benefits for educators of all ages. Our research aims to highlight the impact of experiential outdoor activities on preschoolers. The present article aims to verify whether there are significant differences in gender regarding assertive behavior, behavior control, peer social skills and task orientation.

Peer Victimization, Social Functioning, and Temperament Traits in Preschool Children: The Role of Gender, Immigrant Status and Sympathy

Although previous research on peer victimization has focused on school-aged children and adolescents, interest in peer victimization in preschool children has significantly grown in recent decades. The present study examined the role of temperament traits and social functioning in children’s peer victimization, taking into account the moderating effects of gender, immigrant status, and sympathy. Participants were 284 preschool children (141 girl, 143 boy) between the ages of 30 and 76 months (Mmonths = 57.21, SD = 10.49). One parent (83% mothers) and one teacher (100% female) completed a questionnaire on each child. In the questionnaires, parents evaluated the child’s temperament traits whereas teachers reported on the child’s social functioning, sympathy, and peer victimization. Hierarchical multiple regression analyses showed that high peer victimization was associated with immigrant children, high anxiety-withdrawal, high anger-aggression, and low sympathy. Two-way interactions were found between sympathy and anxiety-withdrawal and between immigrant status and anger-aggression; simple slopes analyses showed that sympathetic children with low anxiety-withdrawal were less victimized than those with higher anxiety-withdrawal. Moreover, immigrant participants with high anger-aggression were more victimized than native children with high anger-aggression. The empirical data are essential for improving our understanding of peer victimization among preschool children in order to implement a safe learning environment for all children.

Compadrazgo, movilidad social y relaciones de poder de mulatos libres. Villa de San José de Logroño, Chile, 1780-1810

El presente trabajo aborda el compadrazgo y apadrinamiento de mulatos libres, mecanismos utilizados para reafirmar lazos familiares y vecinales, pero también como medios de sustentación y / o legitimación del prestigio social y de las relaciones de poder construidas en la villa de San José de Logroño del partido de Melipilla de la Capitanía General de Chile entre los años de 1780 a 1810. Tales vinculaciones han quedado documentadas en registros parroquiales, testamentos y cartas de libertad de esclavos, valiéndonos de aquellos mediante la metodología de las redes sociales para analizar los vínculos interpersonales entre distintos sectores y grupos sociales. Los resultados indican que los relacionamientos de los mulatos con otros sujetos, grupos y familias permiten observar la construcción de jerarquías sociales entre sus pares sociales, a la vez de analizar cómo operan las estrategias de ascenso y movilidad social.

Searching for Oneself on YouTube: Teenage Peer Socialization and Social Recognition Processes

YouTube is the preferred online platform for today’s teenagers. As such, this article explores the relationship between socialization processes in adolescent peer culture and the meanings behind the production and reception of YouTube videos by teenage audiences. Two fields of enquiry comprise the data analyzed in this article. First, through content analysis, we studied the production of videos on YouTube by teenagers between the ages of 14 and 18. The discursive construction of an audience is expressed by YouTubers through intimate identity performances using specific, dialogical, and conversational modes. The second study investigated the reception of these videos by teenagers between the ages of 12 and 19 through the use of focus groups and in-depth interviews. The results explained the way young people develop a sense of closeness with YouTubers. When examined collectively, our studies reveal how teenage YouTube practices, both as production and reception of content, constitute a twofold social recognition process that incorporates a capacity to recognize oneself in others—like figures with whom one can identify with—and a need to be recognized by others as beings of value. The “intimate confessional production format,” as we have termed it, reinforces this bond.

Factors related to children’s tooth-brushing at different ages: an application of the theory of planned behavior

ABSTRACT Tooth-brushing is one of the most important health behaviors to teach children considering potentially serious ramifications of poor dental health. However, children’s tooth-brushing behavior is affected by various developmental factors. The aim of this cross-sectional study was to investigate factors related to the tooth-brushing behavior of children adopting the Theory of Planned Behavior. A preliminary elicitation study with 33 primary school students identified underlying beliefs related to tooth-brushing intentions. This data was analysed, synthesized, and incorporated into the development of survey items for three age-appropriate, closed-ended questionnaires administered to 709 primary public school students. Path analyses using structural equation modelling were used to discover the structural relationships among the direct and indirect determinants of tooth-brushing behaviors, and path estimates and the model fit were calculated. Social recognition, peer influence, self-motivating strategies, and cognitive aspects of tooth-brushing were found to become more influential in facilitating behavioral intention with age. In the path models, the tooth-brushing behavioral intention was significantly related to perceived behavioral control rather than behavioral beliefs and normative beliefs. Subjective norms were found to become more significant as children matured. This result suggests that education to improve children’s tooth-brushing behavior needs be appropriate to the developmental stage of children.

Facilitating the self-determination of undergraduate women in physics: the role of external validation

ABSTRACT Background: The representation of women in physics majors is persistently low despite ongoing calls for reforms to improve gender equality. This article builds upon prior research by applying the sociocognitive construct of self-determination in analysing women’s experiences leading to their choice of physics study, along with factors affecting their behavioural persistence and physics identity. Purpose: The purpose of the study was to examine variables affecting women’s physics identities and persistence in pursuing their physics degrees. Factors were explored that impacted the self-determination of women in physics, that is, how their personal resources and socialisation facilitated regulatory behaviours to be successful in the major. Sample: Six women physics majors were recruited from a research university in the Northeast U.S., where all had participated in undergraduate physics research. Design and Methods: This qualitative cross-case study focused on undergraduate women to analyse factors that influenced their experiences in the major. Data collection focused on motivation and support, challenges they encountered, and how they overcame them. By examining these factors, common themes were identified regarding their recruitment and retention in physics, specifically in terms of social integration and external validation. Interview transcripts were analysed using a phenomenological approach to generate a set of integrated themes providing a theoretical explanation for physics major selection and persistence that incorporated aspects of competence, autonomy and social relatedness. Results: The support of faculty, research opportunities and peer socialisation were factors that contributed to the development of self-determination. Hindrances that impacted women’s undergraduate experiences included negative gender stereotypes, persistent self-doubt, minority status and unwelcoming classroom cultures. Self-determination was characterised by social integration, confidence, and individual and collective agency. Conclusion: A new explanatory framework for the persistence of women in undergraduate physics is proposed, suggesting self-determination is facilitated by external validation, which in turn moderates the impact of personal and social tensions.

Interventions for Adolescents With ADHD to Improve Peer Social Functioning: A Systematic Review and Meta-Analysis

Objective: Peer social functioning difficulties characteristic of ADHD persist into adolescence, but the efficacy of interventions for this age group remains unclear. Method: A systematic search of nonpharmacological interventions for adolescents with ADHD (10–18 years) identified 11 trials addressing social functioning, of which eight were included in meta-analyses. Results: Random effects meta-analyses of four randomized trials found no differences in social functioning between treatment and control groups by parent- (g = −0.08 [−0.34, 0.19], k = 4, N = 354) or teacher-report (g = 0.17 [−0.06, 0.40], k = 3, N = 301). Meta-analyses of nonrandomized studies indicated participants’ social functioning improved from baseline to postintervention by parent-report, but not teacher- or self-report. All trials had a high risk of bias. Conclusion: These results highlight the paucity of research in this age group. There is little evidence that current interventions improve peer social functioning. Clearer conceptualizations of developmentally relevant targets for remediation may yield more efficacious social interventions.

‘The Good Actions’: A kindergarten children intervention to promote social and inclusive relationships

ABSTRACT A structured 10-sessions preventive training programme was implemented to improve kindergarten children’s social skills. A total of 365 kindergarten children were involved, 187 of which were enrolled in the experimental group and 178 in the control group. Twenty-three (12 of the experimental group and 11 of the control group) kindergarten children with developmental disabilities who at pre-test presented low sociometric status and a low level of acceptance within their classes. The analyses found that at post-test the experimental group adopted and received more positive peer sociometric nominations, received less negative peer sociometric nominations, and provided more assertive answers than the control group. Moreover, kindergarten children with developmental disabilities that attended classes randomly assigned to the experimental group experienced less negative social behaviours and negative peer sociometric nominations and more positive sociometric nominations from their classmates. The study highlighted the potential of the intervention to promote positive peer relationships and friendships with others.