Social Peer Research Articles

Supplemental Material for Peer Social Acceptance and Academic Achievement: A Meta-Analytic Study

Supplemental Material for Peer Social Acceptance and Academic Achievement: A Meta-Analytic Study

Effect of a social peer on risky decision making in male Sprague Dawley rats.

Adolescence is a period associated with increased risk taking and peer relations. Research has shown that age is correlated with vulnerability to peer pressure, with youth being more influenced by peers compared with adults, leading to exacerbated risk taking, including risk for drug abuse. Preclinical research suggests that these findings may also be applicable to rodents, as younger rats find social interaction rewarding and are prone to risky behavior. However, there is little research on the effect of social interaction on rodent models of risky decision making. This study examined risky decision making utilizing a dual-compartment apparatus that consisted of two adjacent operant conditioning chambers separated by a wire mesh screen partition that allowed for limited social interaction. Male rats performed a risky decision making task in which they had a choice between a small reinforcer and larger reinforcer that was associated with a mild footshock, which increased in probability across the session. Rats were initially trained during adolescence and performance on the task was assessed in the presence or absence of a peer in the adjacent chamber during young adulthood. Results revealed that there was less risk discounting, leading to greater preference for the larger, risky reinforcer, in rats that had daily exposure to a social peer during training. These results provide evidence that social influence on risk taking can be modeled in rats, perhaps having implications for drug abuse risk. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

Effect of Blended Learning, Parenting Parents, Peer Interaction, and Efficacy of Self Motivation to Learn

The study was aimed to determine whether the effect of blended learning, parenting parents, social peers, and self-efficacy on motivation to learn. This study was conducted over three months, starting from October 2019 until December 2019. The method used in this study is a survey method with the approach of causality. The population in this study is a randomized population totaling 200 respondents. Data collection techniques used are literature and questionnaire techniques. For data analysis techniques we use SmartPLS software version 3. PLS (Partial Least Square) with structural equation analysis (SEM). The results of this study indicate that each variable has the same influence.

Hubungan Self Efficacy dan Dukungan Sosial Teman Sebaya Dengan Self Regulated Learning Pada Mahasiswa Universitas Potensi Utama Medan

This study aims to examine the relationship between Self Efficacy and peer social support with Self Regulated Learning at Potensi Utama University students. Where the subject of research is a student of Potensi Utama University with a sample of 131 students. Sampling through simple random sampling technique. Data collection is done by using Likert scale which consists of three scale that is Self Efficacy scale, Social Peer Support scale and Self Regulated Learning scale. Data analysis method used is Multiple Regression Analysis. The results obtained that there is a positive relationship between Self Efficacy and social support peers with Self Regulated Learning students of Potensi Utama University. With the value F = 9.511 and the value p = 0.000. Self Efficacy contributes to Self Regulated Learning of 9.3%. Friends' social support contributes to Self Regulated Learning of 7.3%. Self Efficacy and peer social support to Self Regulated Learning as much as 12.9% this means there are still 87.1% other factors that can affect Self Regulated Learning. From these results it is expected for the Potensi Utama University Medan to improve students' ability in managing Self Efficacy in a better direction, build a conducive atmosphere that leads to peer social support, and create learning conditions that lead students to learn independently.

‘Othering’ in peer education: a case study of the rebirth peer education program in China

Peer education has been extensively incorporated into various inclusion schemes, for purposes ranging from health promotion to participant empowerment. This paper examines the impact of peer education on reducing stigmatization in marginalized populations through an examination of the structure and activities of Rebirth Peer Education, a Chinese anti-drug peer education program. Based on the thematic analysis of organizational documents and interview data collected from RPE’s social workers, peer educators, and peer members, this study finds that peer education can actually work to exacerbate the stigmatization and marginalization of people who use drugs (PWUD) through the ‘othering’ processes encountered in these programs. ‘Othering’ is a process in which those who are considered different are labelled, dismissed and scapegoated. Consequently, this process also stigmatizes and marginalizes those who are defined as ‘others.’ In RPE, ‘othering’ takes place through the organizations’ recruitment and promotion processes, which are based on and further reinforce a perception of ‘clean,’ strong-willed, former PWUD and ‘unclean,’ weak, current PWUD. The glorification of peer educators further works to ‘other’ PWUD. The results suggest that peer education has the potential to further, rather than reduce, the stigmatization of PWUD.

Peer Influence and Adolescent Substance Use: A Systematic Review of Dynamic Social Network Research

Peer influence is one of the most proximal risk factors for adolescent substance use, and decades of theoretical and empirical research point to the importance of disentangling two interrelated processes that often co-occur: (1) peer selection is the process whereby adolescents choose to interact with one another; and (2) peer socialization is the process whereby individual behavior is shaped over time. Recent advancements in social network analyses, including the application of stochastic actor based models to developmental studies, have helped to disentangle the contributions of peer selection and socialization to adolescent substance use. The current study is the first systematic review of this literature, aiming to identify the extent to which adolescent substance use is associated with peer selection and socialization and highlighting patterns in study design across studies. Forty studies that met inclusion criteria were identified and systematically coded for study design characteristics (e.g., number of time points; number of covariates) and significant peer selection and socialization effects by substance use outcome. This review found support for peer selection effects on adolescent alcohol and tobacco use. Additionally, most studies reported peer socialization effects for adolescent alcohol use. However, relatively few studies reported socialization effects for tobacco use. Few studies reported on the peer effects associated with adolescent drug use. Variations in study design, including variations in the bounds of the network and in the covariates included in modeling, helped to identify areas for future research. Future research that helps to further clarify the roles of specific peer selection and socialization mechanisms will help with the development and refinement of prevention and intervention programs focused on reducing adolescent substance use.

Peer Social Relationship on Students

<span class="tlid-translation translation" lang="en"><span title="">This research was conducted starting from the results of BK instrumentation applications, namely General AUM in semester 1 students majoring in curriculum and educational technology in the faculty of education at Padang State University which showed that students experienced problems in the field of social relations.</span> <span title="">This study uses quantitative methods to determine the social relations of peers to students majoring in curriculum and educational technology at the UNP FIP.</span></span>

Exploring text messaging as a platform for peer socialization of social aggression.

This study examined whether adolescents' social aggression is socialized through exposure to peers' socially aggressive text messaging. Using data on the socially aggressive content of text messages that 221 participants (Mage = 15.02 years; 46.7% female) sent to and received from peers, and teacher ratings of participants' in-person social aggression, this study found that exposure to peers' socially aggressive texting about out-dyad peers predicted positive changes in adolescents' text-based and in-person social aggression. Gender differences were examined, and results were mixed. In ninth grade, girls sent more socially aggressive text messages than boys; however, by 10th grade, these differences disappeared. Gender differences in adolescents' in-person social aggression and their exposure to peers' socially aggressive texting were nonsignificant at both time points. There was no evidence of gender differences in the links between exposure to peers' socially aggressive texting and adolescents' socially aggressive texting. However, marginal differences were found in the associations between exposure to peers' socially aggressive texting and adolescents' in-person social aggression. Results suggest that texting provides an additional platform for peer socialization of adolescents' social aggression. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Parents, Neighbors and Youth Crime

We study the interplay between parental and peer socialization in shaping criminal behavior among adolescents. We develop a simple cultural transmission model where parents affect how society influences their children's decisions. The model predicts that parental and peer socialization are substitutes in the development of juvenile crime. We then take the model to the data using information on a representative sample of adolescents in the United States. Using the geographical distances be- tween residential addresses of individuals in the same grade and school to measure peer influences, we find that negative peer effects on juvenile crime are significantly lower for teenagers with engaged mothers. Consistently with the prediction of our model, this evidence reveals an important role of parents in mediating the impact of neighborhoods on youth crime. The influence of parents is especially important for drug trafficking, assault and battery.

The sticky steps of the career ladder for engineers: the case of first-generation students in Germany

Although governments and higher education institutions across Europe are promoting agendas for widening the educational participation and increasing the social mobility of young people from lower socio-economic groups, very little has been written about the experiences of these individuals when seeking and entering employment. We aim to address this gap. Using a qualitative research approach, we explore the career expectations, experiences and limitations of first-generation university engineering students and graduates in Germany. The article draws upon the work of Pierre Bourdieu to demonstrate how social and cultural capitals instilled by parents and social peers are invaluable in developing personal and professional networks and eventual entry into the engineering professions. A lack of, or underdeveloped, capitals can inhibit career opportunities and ultimately the social mobility and professional choices of graduate engineers. Our research discovered that university graduates from less advantaged backgrounds face a ‘class ceiling’ at university, in obtaining an internship and then when gaining entry to and working in the engineering profession; they encounter ‘sticky steps’ at each stage of their career ladder.

Mitigating Teen Driver Distraction: In-Vehicle Feedback Based on Peer Social Norms.

To investigate the efficacy of in-vehicle feedback based on peer social norms in mitigating teen driver distraction. Distraction is a significant problem among teen drivers. Research into the use of in-vehicle technologies to mitigate this issue has been limited. In particular, there is a need to study whether social norms interventions provided through in-vehicle feedback can be effective. Peers are important social referents for teens; thus, normative intervention based on this group is promising. Socially proximal referents have a greater influence on behavior; thus, tailoring peer norm feedback based on gender may provide additional benefits. In this study, 57 teens completed a driving simulator experiment while performing a secondary task in three between-subject conditions: (a) postdrive feedback incorporating same-gender peer norms, (b) postdrive feedback incorporating opposite-gender peer norms, and (c) no feedback. Feedback involved information based on descriptive norms (what others do). Teens' self-reported frequency of distraction engagement was positively correlated with their perceptions of their peers' engagement in and approval of distractions. Feedback based on peer norms was effective in reducing distraction engagement and improving driving performance, with no difference between same- and opposite-gender feedback. Feedback based on peer norms can help mitigate driver distraction among teens. Tailoring social norms feedback to teen gender appears to not provide any additional benefits. Longer-term effectiveness in real-world settings should be investigated.

Social participation of students with special educational needs in inclusive elementary schools

This article examines the social participation of students with special needs in four aspects, namely friendship, interaction, social self-perception, and peers acceptance. This study discuss about the social participation of students with special needs in inclusive school. This research is descriptive quantitative and the relationship between the four aspects of social participation. The subject of this research are students with special needs and regular students in ten inclusive elementary school, Padang. The social self-perception was measured with three aspects such as the Self-Perception Profile for Children, The Self-Description Questionnaire and Peer Social Acceptance The results showed that the majority of students with special needs have a satisfying level of social participation. However, if compared with their peers (regular students), students with special needs are more likely to have difficulties on social participation. In general, students with special needs have fewer friends and have less cohesive friendship than their peers. In addition, students with special needs have less interaction with peers, more interaction with the teacher, and less accepted by their normal peers. Social self-perception of students with special needs and regular students are no different. There is no significant differences in social participation in both groups.

Implementing Inclusive Education in Lithuania: What are the main Challenges according to Teachers’ Experiences?

The purpose of this article was to analyse the challenges primary and subject teachers had experienced concerning the implementation of inclusive education in Lithuanian primary schools, progymnasiums and gymnasiums. In this study, 86 Lithuanian teachers reflected on their experiences of teaching in heterogeneous classes. The data were collected from 13 group interviews. The article highlights the challenges encountered by the primary and subject teachers in implementing inclusive teaching. The findings were arranged under four themes. Concerning teachers’ pedagogical competence, the teachers highlighted difficulties in differentiating their teaching and including the students with special educational needs in the classes’ social peer networks. Teachers also pointed out the need for multiprofessional collaboration and dialogue with parents. The themes were then interpreted in the theoretical frames of teachers’ professional competences. At a practical level, the study’s findings may help teacher educators understand the teacher competences needed to implement inclusive education and support them to develop existing teaching programs to target the successful implementation of inclusive education. At a conceptual level, this study presents evidence for preparing teachers to work in the conditions of striving towards inclusive education.

REDUCE THE USE OF GADGETS: Parent’s coping strategies for children’s social development

Today's technological advances are very rapid and increasingly sophisticated with the creation of gadgets. Gadgets greatly affect the development of elementary school students, especially developments in social interaction. The purpose of this study was to analyze the influence of the old usage of gadgets with the social development of school children. The design of this research is correlation analysis with the cross-sectional approach. The population in this study were all 1-5 grade students at Jabon 2 Mojoanyar Elementary School in Mojokerto Regency with 125 children. The sampling technique uses total sampling. The sample of this study amounted to 125 children. The research instrument used a social development questionnaire. Data analysis using crosstab. The results of this study indicate that most children use gadgets> 2 hours a day, 89 children (71.2%), and most school-age children have sufficient social development, 83 children (66.4%). The results of the crosstab analysis show that the longer children use gadgets, the less social development of children. Children who use gadgets over time from the time limit specified by some experts make them addicted and less sensitive to the surrounding environment. Children tend to be individual and passive in interacting with their social environment and peers.
 
 Keywords: Gadget, social Development, school-age children

DUKUNGAN SOSIAL ORANGTUA, DUKUNGAN SOSIAL TEMAN SEBAYA DAN KECERDASAN EMOSIONAL SEBAGAI PREDIKTOR STRES AKADEMIK SISWA SMK NEGERI 1 KEDUNG

Academic stress can now be found among vocational students, but this can be overcome by facilitating Parental Social Support, Peer Social Support and Emotional Intelligence. The purpose of this study is to prove Parental Social Support, Peer Social Support with Emotional Intelligence as a predictor of Academic Stress. The subjects in this study were 150 students of SMK Negeri 1 Kedung and the method of data collection in this study was psychological scale. Data analysis using multiple linear regression statistical techniques, all calculations using SPSS version 20.0. The results of data analysis obtained the simultaneous value of R between Parental Social Support, Peer Social Support and Emotional Intelligence towards Academic Stress was 0.321 and F value = 12.420 with a significance value of 0.000 (p <0.05). This shows that there is a simultaneous influence between parental social support, peer social support and emotional intelligence on academic stress and also obtained R Square value of 0.103, which means that parental social support, peer social support and emotional intelligence together contribute 10.3% academic stress, the rest is influenced by other factors

LinkPositively: A Technology-Delivered Peer Navigation and Social Networking Intervention to Improve HIV Care

LinkPositively: A Technology-Delivered Peer Navigation and Social Networking Intervention to Improve HIV Care

Discrimination and adolescents' academic and socioemotional adjustment: The moderating roles of family and peer cultural socialisation.

Racial discrimination has detrimental effects on ethnic minority adolescents' development. Guided by the integrative model of minority children's competencies and the bioecological model, the current study examined how family and peer cultural socialization independently and conjointly buffered the detrimental effects of discrimination on ethnic minority adolescents' academic and socio emotional adjustment. Using short-term longitudinal data from 245 eighth graders (87% Latinx, 51% female), results suggested that the moderating roles of cultural socialisation operated differently for academic and socioemotional outcomes. Specifically, the three-way interaction results indicated that family and peer cultural socializations appeared to be protective for adolescents' school engagement in the face of discrimination. The significant two-way interaction results revealed that both peer and family cultural socialisation tended to be protective-reactive for socioemotional outcomes, wherein the benefits of cultural socialisation were realised under low-risk but not high-risk conditions for depressive symptoms. Our study provides a nuanced understanding of the moderating roles of cultural socialisation in the links between discrimination and adolescents' well-being, and it highlights the importance of considering cultural socialisation from multiple contexts in examining ethnic minority adolescents' adjustment.

Identity, Positionality, and Peer Social Networks: A Case Study of an Adolescent Refugee Background Student

ABSTRACT This study aims at better understanding how an Iraqi refugee-background English learner (Fawzi) is positioned by his teacher and his peers, and how he positions himself as a member of a culturally and linguistically diverse American classroom. For that purpose, we adopt a mixed-methods approach to analyze qualitative field notes and interview data in addition to complementary quantitative peer social network data. Findings suggest that while Fawzi’s teacher believes that he is an isolated “typical Iraqi man” who prefers to work alone, the social network analysis, field notes, and interviews suggest a more complex picture of his social relations and positionality that gradually shifts from the periphery of the classroom to a more central position throughout the academic year.

Exploring motivational mechanisms behind the intention to adopt mobility as a service (MaaS): Insights from Germany

Based on digital transformation processes, public mobility is experiencing tremendous and far-reaching change. The use of information and communication technology (ICT) enables disruptive mobility solutions that have recently became known as mobility as a service (MaaS). MaaS promises great economic potential and supports the idea of a more efficient allocation of transport resources. However, the main motivational mechanisms behind travelers’ adoption intention are still unknown. This research identifies key motivational determinants and investigates their structural interrelations. Based on a literature review we first identify the fundamental characteristics of MaaS. Building on this common understanding, we conduct qualitative in-depth interviews with potential end-users to explore motivational acceptance factors. We draw from our inductive findings to postulate a structural causal equation model that captures motivational mechanisms behind the intention to adopt MaaS. Finally, the model will be quantitatively validated based on a comprehensive survey and the use of partial least squares (PLS) analysis. We show that psychological needs play a crucial role in the acceptance of MaaS. The results demonstrate that anticipated advantages of autonomy, competence and the feeling of being related to a social peer group affect hedonic motivation and the expected usefulness of MaaS offerings, which equally affect behavioral intention. We also introduce a novel theoretical construct and show that – in the present disruptive context – cognitive congruency between existing habit schemata and anticipated MaaS usage patterns significantly affect the judgment process and behavioral intention. Finally, important implications for market strategy, product development and policy measures will be discussed.

Does an association exist between socio-economic status and subjective physical, mental and social well-being among early adolescents?

It is well known that the socio-economic status (SES) has a great impact on adult and childhood well-being. Comparatively little research has been conducted on the relationship of adolescents' subjective well-being to SES. Recent studies though, display a tendency for a strong relationship between adolescences' subjective physical, mental and social well-being to SES. We therefore wanted to find out whether an association exists between SES and subjective physical, mental and social well-being among adolescents as well as between SES and individual school marks. The cross-sectional data of 450 German adolescent students (average age 11 years old) were analysed. The data included socio-demographic variables, school marks and selected subscales of three well-established questionnaires [KIDSCREEN, Kid-Kindl® and the German version of the Strengths and Difficulties Questionnaire (SDQ-deu)]. The Hamburg Social School Index (HSSI) was used as an indicator of SES. Significant differences between SES and physical (T = -2.04; p < 0.05) as well as social well-being ('Social Support and Peers' with T = -2.04; p < 0.05) of adolescents were found. Generally, no relations between SES and mental well-being were found. School marks also differed between low and high school SES [German (T = 3.13; p < 0.05), English (T = 5.38; p < 0.01), Mathematics (T = 3.16; p < 0.05) and Sports (T = 2.10; p < 0.05)]. As health in adolescence is a predictor for health in adulthood, health promotion and prevention need to start early (primary school) to improve physical and social well-being in low SES families and schools.