Residential Peer Research Articles

Impacts of non-residential solar on residential adoption decisions

Household decisions to adopt rooftop solar photovoltaics are partly driven by social influence. Previous research on solar adoption influence has focused on influence among residential peers. Here, we expand the framework of solar adoption influence by exploring the influence of non-residential installations on residential adoption decisions. We use staggered differences-in-differences to estimate non-residential influence effects using a large data sample of residential adoptions. We also critically evaluate prevailing frameworks for solar adoption influence. We find that non-residential installations are associated with accelerated residential adoption rates, on the order of 0.4 additional residential adoptions per quarter per non-residential installation. We show that non-residential systems exert a continuous, long-term influence on residential adoption decisions. We explore separate results and influence mechanisms for solar installed on commercial buildings, government buildings, and houses of worship. The results suggest that non-residential solar adopters could serve as partners in policies to “seed” residential adoption in underserved communities.

College higher education commuter students’ experiences of belonging, mattering and persisting with their studies

ABSTRACT When attending predominately residential universities, commuter students are the minority and typically have poorer outcomes than residential peers. Research demonstrates commuter students identify factors impacting on their persistence and success, include time taken to commute, lack of social integration and a poor sense of belonging. In contrast, most students studying in UK college higher education are commuter students. They are already embedded in local communities, with their family and friends outside of university, and have a different sense of university belonging. Data collected during 13 online focus groups over six months explored college higher education commuter students’ sense of belonging and persistence. Reflexive thematic analysis identified that in contrast to the much-researched notion of belonging being important to students’ persistence, in this group of non-traditional commuter students, the notion of mattering was more important. Students spoke about how college higher education staff, particularly their personal tutors, demonstrated students mattered, and this feeling was reciprocated. Feeling like they mattered helped them to engage with learning and persist with their studies. This paper offers insight for higher education providers with high proportions of commuter students, and recommendations about how providers can foster mattering in their students to develop their persistence and success.

Towards an Integrative Theory of Bullying in Residential Care for Youth.

To date, no theory of bullying in residential care for youth has been proposed. By drawing on the results of the existing research on bullying and peer violence in youth residential care and adapting the Multifactor Model of Bullying in Secure Settings (MMBSS), this paper proposes the first integrative theory of bullying in residential care—the Multifactor Model of Bullying in Residential Settings (MMB-RS). The paper first summarises the existing empirical findings on bullying and peer violence in residential care for youth and describes the MMBSS. It then moves on to proposing and describing the MMB-RS. In a nutshell, the MMB-RS assumes that bullying in residential care is shaped by a dynamic interaction between a complex set of individual and contextual factors. The model also takes into account the interaction between bullies and victims, thus explicitly considering the social interactional components of bullying and victimisation and offering possible explanations of the sizable overlap between bullying and victimisation in residential care, including the possible contributions of residential peer cultures. The paper concludes by noting the importance of empirically testing the MMB-RS and proposing a programme of research that may be helpful in testing it.

A peer-to-peer market mechanism incorporating multi-energy coupling and cooperative behaviors

As the use of distributed energy resources increases, peer-to-peer (P2P) energy trading is becoming a promising way to harmonize the decarbonization and decentralization transformations in the energy sector. P2P markets give households the autonomy to make individual decisions and thus they may cooperate with each other to obtain economic benefits. However, existing studies on cooperative behaviors in P2P markets focus mostly on the electricity sector and P2P multi-energy markets are rarely studied. In fact, other energy carriers not only constitute a large part of the total energy demand, but their coupling can potentially benefit the system as well as the end-users. In this paper, we propose a P2P multi-energy market mechanism that allows peers to trade both electricity and heat. Two trading coalitions, i.e., an electricity-only trading coalition and an electricity–heat trading coalition, are predefined. The peers will join one of the coalitions based on their potential benefits and will trade energy inside the coalition. The energy markets are cleared separately per coalition and per energy carrier and hence, multi-energy markets are modeled. The proposed mechanism is a first-of-its-kind that explores the integrated effects of the multi-energy coupling and the cooperative behaviors in the P2P market. It is illustrated by a case study on a neighborhood in the Netherlands using realistic data. Results show that the mechanism is prosumer-centric as peers choose to join different coalitions at different time steps which benefit them the most. Compared to the reference scenario where there is no P2P trading, the P2P multi-energy market leads to higher economic benefits for all the peers altogether and benefits most individuals. The case study also demonstrates a benefit transfer from service-sector peers to residential peers.

Other children’s words in the linguistic environment of infants and young children from distinct social groups in Argentina (Las palabras de otros niños en el entorno lingüístico de bebés y niños pequeños de distintos grupos sociales de Argentina)

ABSTRACT This present research analyses the linguistic environmental setting in homes of children under the age of two years from different social groups and looks at the extent to which the speech from other children contributes to shaping that environment. The corpus includes recordings of spontaneous speech from middle-class households in residential urban areas, from lower socioeconomic classes in marginalized urban areas and from impoverished semi-rural areas. Beta regressions were used to estimate whether place of residence could explain the proportion of words from other children that were directed, as well as those that were not directed, towards the child under study. The results showed that children from impoverished semi-rural areas and children from residential areas hear a higher proportion of non-directed words than children from marginalized urban areas. However, when child-directed speech is considered, the two lower socioeconomic groups, urban and semi-rural, hear a higher proportion of words than their residential peers. These results reveal heterogeneity within social groups.

Academic-Family Integration: How Do Men and Women in Distance Education and Residential Doctoral Programs Integrate Their Degree and Family?

Multivariate statistical analyses were used to determine if differences existed between how men and women enrolled in distance education and residential doctorate of education programs in the United States managed and negotiated their family and academic lives. Results provided evidence that distance education students (n = 106) reported having lower academic-family satisfaction and functioning, more interference between the academic and family domains, and more impermeable boundaries between the domains than their residential peers (n = 71). Moreover, women (n = 126) in comparison to men (n = 51) reported poorer academic-family balance and the desire to set more rigid boundaries between their academic and family domains.

The re-emergence of educational inequality during a period of reforms: A study of Swedish school leavers 1991–2012

Against the background of a liberalization of Swedish compulsory education, this paper analyses post-1991 shifts in the way compulsory education performance in Sweden has been shaped by parental background, residential context and school context. We can document increasing school and residential segregation of foreign background students and, after 2008, increasing segregation by income, employment status and social allowance reception. Over time, educational performance has become increasingly linked to family, neighbourhood and school context. The greatest change has been for parental background, but the importance of school context and neighbourhood context has also increased. A noteworthy finding is that residential context consistently has a stronger effect on student performance than school context. Student grades were found to be most strongly influenced by the closest (12 or 25) residential peers of the school leavers as compared to larger peer groups. The increase in the influence of family, neighbourhood and residential context has been accompanied by a dramatic increase in the between-school variation (intra-class correlation) in student performance, but it was not until after 2005 that this increased variability became clearly linked to the social composition of the schools. This study’s results suggest that the restructuring of Swedish compulsory education has had consequences for equality, possibly because disadvantaged social groups have not been as able as advantaged groups to navigate and benefit from the educational landscape created by the school reforms.

Bullying and peer violence among children and adolescents in residential care settings: A review of the literature

Abstract The present paper offers a review of the phenomena of bullying and peer violence among children and adolescents living in residential care settings (RCS). The review was conducted on four databases (Scopus, Web of Science, PsycINFO and ERIC). Findings of the 31 full-text papers included in the present work showed that bullying and peer violence involve various forms of direct and indirect attacks. While bullying in RCS involves severe and repeated aggressive actions, peer violence seems to be characterized by distinct levels of severity; i.e., low-level attacks are infrequent and isolated, whereas high level attacks may be severe and frequent. Several individual factors, such as age, gender, and length of stay in RCS were found to be associated with both bullying and peer violence. Contextual risk factors such as activities, structure and facility size, along with a residential peer culture characterized by a high level of hierarchy and a poor emotional bond between children and staff, contributed to bullying and peer violence. Furthermore, findings of the studies included in the present review showed that both perpetrators and victims manifest a number of behavioral and psychological problems. Overall, the present study offers a picture of bullying and peer violence among institutionalized children. However, distinct operationalization of constructs among studies, together with the use of different methods and measures, made comparisons among studies difficult. Future research should overcome these limitations in order to promote validity and compatibility of research in this field of study.

Co-Curricular Learning Experiences of Peer Judicial Board Members

Fourteen members of a residential peer judicial board were interviewed to determine what they learned as a result of their board membership. Students noted learning about communication and relationships as they related to community living and highlighted an increased awareness of their own behaviors along with ways they modified their own behavior. They also identified critical thinking skills and an understanding of community impact as areas of learning. Implications for student affairs practice are noted.

Alcohol perceptions and behavior in a residential peer social network

Personalized normative feedback is a recommended component of alcohol interventions targeting college students. However, normative data are commonly collected through campus-based surveys, not through actual participant-referent relationships. In the present investigation, we examined how misperceptions of residence hall peers, both overall using a global question and those designated as important peers using person-specific questions, were related to students' personal drinking behaviors. Participants were 108 students (88% freshman, 54% White, 51% female) residing in a single campus residence hall. Participants completed an online baseline survey in which they reported their own alcohol use and perceptions of peer alcohol use using both an individual peer network measure and a global peer perception measure of their residential peers. We employed network autocorrelation models, which account for the inherent correlation between observations, to test hypotheses. Overall, participants accurately perceived the drinking of nominated friends but overestimated the drinking of residential peers. Consistent with hypotheses, overestimating nominated friend and global residential peer drinking predicted higher personal drinking, although perception of nominated peers was a stronger predictor. Interaction analyses showed that the relationship between global misperception and participant self-reported drinking was significant for heavy drinkers, but not non-heavy drinkers. The current findings explicate how student perceptions of peer drinking within an established social network influence drinking behaviors, which may be used to enhance the effectiveness of normative feedback interventions.

Peer violence in adolescent residential care: A qualitative examination of contextual and peer factors

This research examined the way contextual and peer factors influence peer violence in adolescent residential care. One hundred and twenty residents aged 11–21 from 20 residential care facilities participated in 20 focus groups about peer violence in care. The results demonstrated that four, mutually interrelated themes, contributed to explanations of violence amongst residents: 1) residential peer culture; 2) vulnerability at the beginning of institutionalization; 3) deprivation, stigmatization and frustration; and 4) poor relationship with staff. The results are discussed with reference to the existing residential care and prison-based research on bullying and peer violence and a number of research and policy recommendations are provided. • Four main themes contributed to peer violence amongst residents. • The first two themes included the peer culture and victimization upon admission. • The remaining themes included deprivation and poor relationship with staff. • A number of research and policy recommendations are provided.

Yammer in the Classroom

Having a debate is a very effective way of engaging students with the class material that requires higher-level thinking skills such as creation, synthesis, reformulation, and communication of original ideas. The traditional face-to-face debate is difficult to transition to a completely asynchronous virtual learning environment. Using a social media platform in a Learning, Design, and Technology course at Penn State University allowed virtual students to engage emotively with the material in the same manner as their residential peers. Yammer proved to be a very valuable tool for conducting this debate and enhancing the learning experience of virtual students, especially those who are in asynchronous classes.

Layering residential peer networks and geospatial building networks to model change in energy saving behaviors

Complex human or engineered network systems can be examined as a series of coexisting layers. A variety of dynamic perturbations, such as information flows across computer networks, traffic flows across transportation networks and the spread of energy saving practices across human networks, have been treated separately as single networks in previous research. However, because these phenomena often consist of human networks interacting with engineered networks, analyzing the properties of the multi-layer network systems may provide more accurate insights. In this paper, we examine a multi-layer network system to provide insight into the diffusion of energy consumption practices through peer networks within and across residential buildings. We introduce a new model-the Layered Network Model-that treats that treats a residential peer network and a geospatial building network as a single, layered network. We compare this model to a previously published Multi-Layer Interactive Network Model by simulating diffusion through a real multi-layer network system consisting of a residential peer network and a geospatial building network from three experimental data-sets. We found our model to be more accurate and efficient, hence contributing an efficient mathematical model and set of simulation algorithms that accurately capture the post-perturbation response of a layered, residential peer network and a geospatial building network.

Multiple factors analysis on the healthy lifestyle of college students

Objective To explore the influential factors of the healthy lifestyle of college students, so as to provide basis for drafting the health education measure appropriate for college students. Methods 5400 college students received the assessment with the healthy lifestyle scale for college students to analyze the influential factors. Results Some factors affect the healthy lifestyles of college students, such as gender, temperament, self-rated health, self-rated achievement, type of college, grade, residential peer, birth region, educational levels of parents and family' s monthly-earning, and r -square for total score and each dimension of the healthy lifestyle of college students respectively were 0. 3202,0. 4173,0. 2104,0. 2247,0. 1936,0. 0922,0. 2013,0. 2181,0. 162. Conclusion Colleges should take different measures to stimulate student interest in taking health-promoting lifestyles based on their characteristics so as to develop healthy lifestyles during their college student life. Key words: Healthy lifestyle; College students; Influencing factor

Residential Adjustment of Elders: Learning from Experiences With Parents and Peers

The ways elders learn from the experiences of their parents and peers in coping with declining health can affect residential adjustments they make themselves to minimize their exposure to long-term-care risks. Experiences of parents and peers can affect predisposition toward residential options, and parental and peer experiences sometimes can have major influences in elder residential choices. Drawing on qualitative interviews with community-residing elders, we illustrate how elders critically assess how their own parents and peers responded to declining health. We then show how these assessments influence the residential thinking and adjustments of these elders in anticipation of their own declining self-care capacity.

The gender difference of peer influence in higher education

Investigations of the existence of residential peer effects in higher education has shown mixed results. Using data from a Chinese college, we find no evidence of robust residential peer effects. Using the same data we find evidence that females respond to peer influences, whereas males do not, consistent with social psychology theories that females are more influenced by peers.

Residential Peer Effects in Higher Education: Does the Field of Study Matter?

Economists have a poor understanding of the mechanisms underlying reduced-form college peer effects. In this paper we explore a candidate mechanism, the provision of school effort. We show that, when earnings reflect individual educational performance as well as the field of study selected at college, and individual effort is a function of expected earnings, the size of the peer effect varies by field. Using data from a middle-sized public university located in Southern Italy and exploiting the random assignment of first year students to college accommodation, we find evidence that peer effects are positive and statistically significant for students enrolled in the fields of Engineering, Maths and Natural Sciences – which are expected to generate higher earnings after college – and not different from zero for students enrolled in the Humanities, Social and Life Sciences, which give access to lower payoffs. An implication of our model is that shocks affecting college wage premia may alter the size of peer effects.

It's not your peers, and it's not your friends: Some progress toward understanding the educational peer effect mechanism

Using a new administrative panel data set from the University of Maryland, this paper explores conventional peer effects and the effects of socially proximate peers at a large public university where some students are randomly assigned to housing. Results show that there is little evidence of robust residential peer effects on undergraduate performance. The impact of socially proximate peers' characteristics on student achievement is then examined using an instrumental variables technique. Results indicate that social “friends” do not impact performance more than randomized peers. The paper casts doubt on the notion that social tie formation is the route to peer effects, and urges caution in the continued pursuit of peer effects in education without substantial empirical or theoretical innovation.

Peer Effects with Random Assignment: Results for Dartmouth Roommates

This paper uses a unique data set to measure peer effects among college age roommates. Freshman year roommates and dormmates are randomly assigned at Dartmouth College. I find that in this group, peer effects are very important in determining levels of academic effort and in decisions to join social groups such as fraternities. Residential peer effects are markedly absent in other major life decisions such as choice of college major. Several forms of peer effects are considered. The data support a model in which peer effects are driven by roommate behavior after the freshmen arrive. Social learning based on a roommate's observable pre-Dartmouth information or skills appears to be less important. Peer effects in GPA occur at the individual room level whereas peer effects in fraternity membership occur both at the room level and the entire dorm level. I also find that a freshman with high social ability is likely to remain with his or her roommates in sophomore year, but high academic ability actually decreases roommate retention.

Peer Effects with Random Assignment: Results for Dartmouth Roommates

This paper uses a unique data set to measure peer effects among college roommates. Freshman year roommates and dormmates are randomly assigned at Dartmouth College. I find that peers have an impact on grade point average and on decisions to join social groups such as fraternities. Residential peer effects are markedly absent in other major life decisions such as choice of college major. Peer effects in GPA occur at the individual room level whereas peer effects in fraternity membership occur both at the room level and the entire dorm level. Overall, the data provide strong evidence for the existence of peer effects in student outcomes.