Student-student Relationship Research Articles

대학생 대상 감성지능을 활용한 교양교과목 운영의 효과

The purpose of this study is to analyze the effectiveness of emotional intelligence-based liberal arts subjects for college students. The subjects of the study were 20 college students attending S University located in Chungcheongbuk-do who took the liberal arts elective class “Relationships and Communication” in the first semester of the 24th year. Analysis was done with T-test using SPSS 25.0. Looking at the research results, as a result of the effectiveness analysis, understanding of one's own emotions, understanding of others' emotions, use of emotions, student-student relationship, self-efficacy, and emotion regulation were significantly improved, indicating the effectiveness of an emotional intelligence-based liberal arts subject. This study showed that university liberal arts courses need to be evaluated in accordance with the needs of the students, the horizontal relationship between the instructor and the students, and the characteristics of the course. It is suggested that various studies be conducted in the future on the application of emotional intelligence in university liberal arts courses.

Сучасні підходи до організації партнерської взаємодії між учнями початкової школи

The article touches upon the problem of organization of partnership between modern primary school students as representatives of the Alpha generation. Scientific works on the outlined problem are analyzed: the essence of the concept of «partner interaction» in the philosophical, psychological, sociological and pedagogical contexts; Guidelines for distinguishing between models of partnership and traditional interaction at school are indicated. Particular attention is paid to the problem of developing students' emotional and social intelligence as important factors of effective partnership. It has been researched that the enrichment of emotional competence of schoolchildren contributes to the awareness and regulation of emotional states and behavior, the development of a sense of empathy and understanding of the world of other people, the formation of communication skills and the ability to resolve conflicts, the reduction of aggressiveness and antisocial behavior. And also, that the school class is an important formal group where the child's socialization takes place through relationships with classmates, emotionally rich and activity-mediated contacts and connections. To organize partnerships, it is necessary to select the most effective means, not forgetting that mutual understanding, mutual assistance, interdependence and complementarity are important in the student-student relationship. It is indicated that during the lessons it is advisable for the teacher to use role-playing games and special tasks that will contribute to mastering the techniques of interpersonal communication. Students gain experience of interaction in variable micro-groups and teams in the classroom, learn to recognize the contribution of others to joint work, the ability to adequately assess their abilities and capabilities, their contribution to joint activities related to the search for new information, the creation of research projects. Modern approaches and conditions for the organization of partnership interaction are outlined, specific examples are given.

Unveiling the protective role of school engagement: Mitigating cyberbullying perpetration through mastery and student-student relationship

Numerous studies have established that school engagement plays a pivotal role in mitigating adolescent violence. However, its relationship with cyberbullying is not well-defined, and the underlying mechanisms have not been thoroughly explored. To fill the gap, this study adopted the moderated mediation approach and sought to examine: a) the association between school engagement and cyberbullying; b) the potential mediating effects of mastery on that association; and c) the potential moderating effects of student–student relationship in the above mechanisms, based on a sample of 1103 adolescents (52.5 % female, aged from 12 to 18 years) in middle and high schools of urban China. Results indicated that adolescents with high school engagement tend to have a decreased possibility of cyberbullying involvement. Mastery, as a proxy of effective coping experience, mediated the association between school engagement and cyberbullying perpetration. Considering that peer relationships may significantly alter the impact of school engagement and mastery on cyberbullying perpetration, this study also identified student–student relationship as a central moderator in moderating the association between school engagement and cyberbullying as well as the association between mastery and cyberbullying. These findings can help understand the complex dynamics between school engagement and cyberbullying, suggesting directions for future interventions.

From classroom to life: Gender differences in the persistent effect of learning disabilities on adult depressive symptoms

Despite the well-established link between adolescent learning disabilities (LD) and mental health, little is known about its long-term consequences. This study examines the relationship between adolescent LD and adult depressive symptoms, with a focus on gender differences and underlying mechanisms. Using a sibling sample from the National Longitudinal Study of Adolescent to Adult Health (N = 3,414), this study estimated sibling fixed effects models to account for unobserved family-level characteristics such as genes and early childhood family and social context. Sobel mediation analyses were conducted to examine social-psychological mechanisms, including the student-teacher relationship, the student-student relationship, and a sense of school belonging. LD in adolescence was positively associated with depressive symptoms in adulthood (b = 0.823, p < 0.05). This association remained robust when controlling for unobserved family-level confounders as well as educational attainment in adulthood. Gender-stratified models showed that only the association for women is statistically significant (b = 1.935, p < 0.05), and its magnitude is nearly three times that of the association for men. Sobel mediation tests indicate that a decline in a sense of school belonging mediates approximately 17% of the association between adolescent LD and adult depressive symptoms. This study's findings suggest that LD in adolescence is associated with an increase in depressive symptoms in adulthood, particularly in women, and a low sense of school belonging may be a potential mediator. Implementing interventions to improve the school integration of girls with LD could be an effective means of improving their long-term mental health.

Psychological Capital, Student-Student Relationship, and Well-Being in the Context of Higher Education

Psychological Capital, Student-Student Relationship, and Well-Being in the Context of Higher Education

Longitudinal associations among student-student relationship, moral disengagement, and adolescents' bullying perpetration.

Adolescents with negative student-student relationships are at increased risk for bullying perpetration. Moral disengagement has been well documented as one of the main examined predictive variables of bullying perpetration. However, few studies have examined the mechanism of moral disengagement in the association between student-student relationship and adolescents' bullying perpetration. The present study examined the bidirectional associations among student-student relationship, moral disengagement, and bullying perpetration. Moreover, the present study tested the longitudinal mediating effect of moral disengagement and the moderating effect of gender. Participants were 2,407 Chinese adolescents (Mage = 12.75, SD = .58 at baseline). The cross-lagged panel model (CLPM) revealed that prior student-student relationship was associated with later bullying perpetration (βT1→T2 = -.11 and βT2→T3 = -.12), prior student-student relationship was associated with later moral disengagement (βT1→T2 = -.15 and βT2→T3 = -.10), and prior moral disengagement was associated with later bullying perpetration (βT1→T2 = .22 and βT2→T3 = .10). Furthermore, moral disengagement at Time 2 significantly mediated the association between student-student relationship at Time 1 and bullying perpetration at Time 3 (β = -.015). Gender moderated the mediating effect of moral disengagement. These findings highlight the importance of student-student relationship and moral disengagement in antibullying intervention programs. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

A Comparison of In-class Student Engagement and School Environment between Refugee and Host Community Students

As wars and persecutions persist in many parts of the world, education and integration programmes for refugees have received more attention in recent years. This research attempts to illuminate differences between the host community and refugee students through students' eyes in the Kurdistan region of Iraq- Sulaymaniyah city. Our main research aims were to have a quantitative understanding of the differences and associations between the elements of in-class student engagement (preparations for classes, active listening and participation) and school environment (social environment: student-teacher relationship, student-student relationship and physical environment). The sample consisted of 193 grade 8 and 9 students in Sulaymaniyah province (104 host community students and 89 Syrian refugee students). The comparative analysis was made based on the available data and study statistics. The statistical analysis showed that there were significant statistical differences between the two groups of students regarding preparation for classes and class participation, while there was not a significant difference between them regarding active listening in class. Significant differences related to social and environment satisfaction were also revealed. Through correlation tests, associations were found between in-class student engagement and social environment elements.

Jezik diskusionih foruma na relacijama student-student i student-sadržaj

Discussion forums, as a form of asynchronous communication, represent an auxiliary tool in teaching that helps students to be involved in a discussion on a given topic, regardless their obligations, level of knowledge of a foreign language, or inhibitions when expressing themselves in a foreign language. The aim of the paper is to analyze two relationships in asynchronous communication: student-student (interpersonal register) and student-content (subject register), as well as the linguistic characteristics of discussion forums (media register). The paper will analyze the frequency of personal forms (first and second person singular and plural), shorter forms of auxiliary verbs and negation, passive, nominalization, as well as the sentence structure complexity in discussion forums created during the course in English for Professional Purposes, in the field of computing, at the Faculty of Technical Sciences in Novi Sad. Additionally, the analysis will be supplemented by the analysis of emoticons and abbreviations, since they form an indispensable part of the Internet language. All analyzed elements were present in two analyzed corpora, although with significant differences in frequency. In the corpus related to the student-student relationship, a greater use of personal forms, a greater degree of interactivity in the text, a large representation of shorter forms of auxiliary verbs and negation, a simpler sentence structure, as well as a greater use of abbreviations and emoticons were observed. It can be concluded that the analyzed corpus in the student-student relationship is more similar to oral discourse - it has the characteristics of everyday speech. In the student-content corpus, on the other hand, the sentences are longer and more complex with a large number of nominalizations and a smaller number of personal forms, while the use of the passive voice is very frequent, which indicates a focus on the text, but also distancing from the text and the object of communication. These features make the analyzed corpus in the student-content relationship more similar to a written discourse, i.e., a more scientific text. Finally, the paper concludes that the language of discussion forums depends on the very context in which communication takes place.

Setting the stage for responsive middle level mathematics teaching: Establishing an adolescent-centered community of care

This qualitative case study highlights the ways a novice middle school mathematics teacher established an adolescent-centered community of care that set the stage for responsive middle level mathematics teaching (RMLMT). Findings revealed that fostering caring school-based relationships supports the establishment of a responsive classroom environment. This can be achieved through an early and ongoing purposeful focus on teacher-student and student-student relationship development and through nurturing emotional safety. Further, holding a student-centered teaching approach is a way to respect, value, and advocate for young adolescents. This can be achieved by celebrating diversity, supporting academic and personal development, and fostering persistence. Fostering a responsive classroom environment and respecting, valuing, and advocating for young adolescents is foundational to establishing an adolescent-centered community of care in any middle school classroom, especially in a mathematics classroom. Placing an acute focus on culture and community is essential to establishing an adolescent-centered community of care that sets the stage for RMLMT to take place.

Student-Centered Group-Based Learning System

This study developed a student-centered group-based learning system. The system requirements were gathered from relevant literature on pedagogy and WebRTC. The study identified social loafing as a major drawback of most student-centered learning groups. The system was designed using block, architectural pattern, flow-chart, use-case, sequence, class and architectural-context diagrams and the system’s application logic was implemented using ASP.NET C#; HTML, JAVASCRIPT and BOOTSTRAP for the front-end and SQL for the database, HangFire and SignalR for the reminder and texting system. SendGrid API for reminders and OpenVidu Media server for video and audio-calling. The system has been tested and proven to be effective in providing different forms of communication and structure to group-learning that reduces social loafing, and can be recommended for tertiary institutions who want to promote a better student-student relationship for improved learning.

Exploring Positive School Attributes: Evidence From School Leader and Teacher Perspectives

The extent to which school stakeholders perceive positive school attributes remains unclear in the literature. This study seeks to provide an understanding of positive school attributes from the school leaders and teachers’ perspectives in the Malaysian school context. This study employed a qualitative case study research design with 14 informants selected from seven Malaysian secondary schools. The thematic analysis informed six emerging themes: (1) stimulating positive emotion, (2) promoting positive engagement, (3) fostering positive relationships, (4) cultivating positive meaning, (5) nurturing positive accomplishment, and (6) cultivating spirituality in expressing positive school attributes. Fostering positive relationships were specified as (1) teacher-teacher relationship, (2) teacher-student relationship, and (3) student-student relationship. Cultivating spirituality is a newly emerged theme that is added to the unique positive school attributes. These newly added components of the existing PERMA model can trigger further research in positive education studies.

Family socioeconomic status and mental health in Chinese adolescents: the multiple mediating role of social relationships.

The purpose of this study is to explore whether social relationships of family and school contexts mediate the influence of socioeconomic status (SES) on Chinese adolescents' mental health. A school-based study was conducted among a sample aged 13-18 in East China (n=6902). We used scales for measuring social relationships and self-rated mental health. Family SES was computed from subjective socioeconomic status, education and occupation of parents.The mediation model was tested by using Path Analysis in IBM SPSS-Amos. The results showed that SES can significantly influence adolescent mental health through parent-child relationship, student-teacher relationship and student-student relationship. The total effect, direct effect and total indirect effect were-0.209 (95% CI=-0.299, -0.136), -0.090 (95% CI=-0.174, -0.007), -0.119 (95% CI=-0.187, -0.078) for boys, and-0.337 (95% CI=-0.478, -0.230), -0.132 (95% CI=-0.283, 0.010), -0.205 (95% CI=-0.351, -0.085) for girls. The link between SES and adolescent mental health can be explained by social relationships. Focusing on the parent-child, student-student and student-teacher relationship interventions may contribute to improving the mental health of Chinese adolescents, especially in low socioeconomic groups, as well as female students.

Moral disengagement and adolescents’ cyberbullying perpetration: Student-student relationship and gender as moderators

There has been growing scholarly interest in understanding the relationship between moral disengagement and adolescents’ cyberbullying perpetration. However, it is less clear which factors can diminish the strength of this relationship. Based on evolutionary psychological and the general aggression model, the current study sought to determine whether student-student relationships and gender simultaneously moderated the relationship between moral disengagement and cyberbullying perpetration. The participants included 2,393 adolescents from seven middle schools in China. They completed the questionnaires regarding moral disengagement, student-student relationships, cyberbullying perpetration, traditional bullying, traditional victimization, and cybervictimization. Results indicated that adolescents with high levels of moral disengagement were more likely to engage in cyberbullying perpetration, even after controlling for traditional bullying, traditional victimization, and cybervictimization. Student-student relationships moderated the relationship between moral disengagement and cyberbullying perpetration. Furthermore, student-student relationships and gender simultaneously interacted with moral disengagement in predicting cyberbullying perpetration. That is, higher levels of moral disengagement significantly predicted increases in females’ cyberbullying perpetration, regardless of whether they had positive or negative student-student relationships. However, the relationship between moral disengagement and cyberbullying perpetration became weaken for males with positive student-student relationships.

Gestão de projetos no contexto da aprendizagem baseada em projetos usando o modelo Life Cycle Canvas®

Este estudo teve como objetivo verificar a aplicabilidade do modelo Life Cycle Canvas® (LCC) de gestão de projetos no contexto da aprendizagem baseada em projetos. Para tanto, fez-se uso de um estudo de caso de natureza qualitativa, exploratório e descritivo, em uma disciplina em nível de pós-graduação de um programa de mestrado de uma instituição pública de ensino superior. Do ponto de vista teórico, o alicerce para o estudo são as metodologias ativas, a aprendizagem baseada em projetos, sala de aula invertida e o modelo de gestão visual de projetos LCC. Os principais resultados foram: aumento da disponibilidade de tempo para a realização das atividades em grupo mediadas pelo docente, uso simultâneo de diversos recursos digitais, estreitamento da relação professor-aluno e aluno-aluno e flexibilização do ritmo de aprendizagem. Estes aspectos corroboram com a teoria apresentada. Por fim, o LCC atuou como um facilitador no processo de aprendizagem, dando foco à ABPj, melhorando o desempenho tanto do docente quanto do discente.

Student-student relationship and adolescent problematic smartphone use: The mediating role of materialism and the moderating role of narcissism

Although recent studies have documented that student-student relationship (SSR) is associated with adolescents’ problematic smartphone use (PSU), the mediating and moderating mechanisms underlying this association remain largely unexplored. In the present study, we investigated the mediating role of materialism in the association between SSR and adolescents’ PSU as well as the moderating role of narcissism in the direct and indirect pathways between SSR and PSU. Seven hundred and twelve adolescents completed the measures of SSR, PSU, materialism, and narcissism. The results indicated that SSR was negatively associated with PSU, and materialism mediated this association. In addition, narcissism moderated the association between SSR and materialism and the link between materialism and PSU. Specifically, adolescents with high levels of narcissism are less likely to prioritize materialism when they are in poor SSR, while they are more likely to have a higher level of PSU when they are high in materialism. Altogether, these findings highlight the important roles of materialism and narcissism in the association between SSR and adolescents’ PSU.

Doctoral Students’ Learning Success in Online-Based Leadership Programs: Intersection With Technological and Relational Factors

This study examines how technological and relational factors independently and interactively predict the perceived learning success of doctoral students enrolled in online-based leadership programs offered in the United States. The 73-item Online Learning Success Scale (OLSS) was constructed, based on existing instruments, and administered online to collect self-reported data on three primary variables: student learning success (SLS), relational factors (RF), and technological factors (TF). The SLS variable focuses on the gain of knowledge and skills, persistence, and self-efficacy; the RF on the student-student relationship, the student-faculty relationship, and the student-non-teaching staff relationship; and the TF on the ease of use, flexibility, and usefulness. In total, 210 student responses from 26 online-based leadership doctoral programs in the United States were used in the final analysis. The results demonstrate that RF and TF separately and together predict SLS. A multiple regression analysis indicates that, while all dimensions of TF and RF are significant predictors of SLS, the strongest predictor of SLS is the student-faculty relationship. This study suggests that building relationships with faculty and peers is critical to leadership doctoral students’ learning success, even in online-based programs that offer effective technological support.

TYPES OF VIOLENT BEHAVIORS IN SCHOOLS AND PREVENTION MEASURES OF SCHOOL VIOLENCE

Unfortunately, the society in which we live today is still characterized as a transitional and partisan society in which the value system has long been lost. The crisis of values in society in a more radical form can also be seen in the violence, or intolerance and discrimination that is present among students. The rapid technological development and globalization in general, as well as the socio-political changes of the last decades, have been influencing the dynamics of social life and the changing value system. Studies confirm the presence of different types of violence in the school environment. The safety and sense of safety of children at school are the basis for their development and maximum educational attainment. On the other hand, violence against children is one of the most serious problems that endanger basic rights, their development, health and well-being that can endanger children's lives.In the school environment where the educational process is carried out, conflict situations are part of everyday life. Disrupted communication is a common cause that leads to a conflict situation in the classroom both in the student-student relationship and in the student-teacher relationship. The subject can be the content of educational or educational messages, as well as the emotional dimension of the relationship. The origin can be from the school itself and outside it. The numerous measures taken against school violence should be grouped according to the target groups they are targeting.It is a fact that students are constantly witnessing behaviors that contain elements of violence in the family, through the media, and in the school, and that they adopt these patterns as patterns of behavior.What worries and is a big problem are the undiscovered forms that students never show and which are more subtle than the physical or verbal form of violence. There are a significant number of cases that are not detected or recognized by students as a form of violence.For this reason, there is a need for systematic work to address this problem, which involves early identification and prevention of emergent forms of violent behavior among students, working with parents and teaching staff.The subject of this paper will be the analysis of the types of violence in the schools and the proposed measures for their prevention.

Collaboration: A Collective Bargain for Achieving Quality Mathematics Classroom Practice

&lt;p style="text-align:justify"&gt;This paper sought to look at collaboration as an effective tool for mathematics classroom instruction. Four preservice teachers in a qualitative case study taught mathematics to three senior secondary school classes in two secondary schools in Northern Nigeria for a period of 15 weeks spread over three years. During this period 12 students volunteered to participate in four focus group discussions on the effectiveness of the pedagogy in their classrooms. Observations, research journals and focus groups were used to collect data for the study. A Narrative approach to data analysis was used to analyses the data collected. The findings of the study suggested that, the preservice teachers had initial challenges introducing the framework into their classrooms, they, however, gradually adopted the pedagogy into their classroom teaching. The study suggested that the preservice teachers used collaborative groupings and higher ordered questions to foster collaboration among their students. Some benefits of this strategy were also highlighted from the study. Prominent among them was the effective teacher-student and student-student relationship, help students see mathematics problems as common problems and reduced the domineering attitude of mathematics teachers who see themselves as possessing the monopoly of knowledge. Other findings observed in the study include the replacement of the teacher-centered approach to teaching with a student-centered approach. Therefore, it is suggested that, if collaboration is introduced into Nigerian mathematics classrooms, the traditional teacher-controlled mathematics classroom instruction that has bedeviled our classrooms will be reduced, and a new student-centered learning approach will be put in place.&lt;/p&gt;

Envy and problematic smartphone use: The mediating role of FOMO and the moderating role of student-student relationship

Recent research has identified some risk factors for problematic smartphone use. However, scarce research has examined the potential influence of envy on problematic smartphone use, and little is known regarding the mediating and moderating mechanisms underlying this relationship. This study tested whether envy would be positively related to adolescent problematic smartphone use, whether FOMO would mediate the relationship between envy and problematic smartphone use, and whether student-student relationship would moderate the pathways between envy and problematic smartphone use. This model was tested among 724 Chinese adolescents (mean age = 16.79 years, SD = 0.91). Participants completed measurements regarding envy, problematic smartphone use, FOMO, and student-student relationship. The results indicated that envy was positively related to problematic smartphone use and FOMO mediated this relationship. Moreover, moderated mediation analyses showed that all three pathways between envy and adolescent problematic smartphone use were moderated by student-student relationship. This study highlights the underlying mechanisms between envy and adolescent problematic smartphone use, which has important implications for the preventions and interventions of adolescent problematic smartphone use in this digital era.

Peer relationship and adolescent smartphone addiction: The mediating role ofself-esteem and the moderating role of the need to belong.

Background and aimsAdolescent smartphone addiction has received increased attention in recent years, and peer relationship has been found to be a protective factor in adolescent smartphone. However, little is known about the mediating and moderating mechanisms underlying this relation. The aim of this study was to investigate (a) the mediating role of self-esteem in the association between student–student relationship and smartphone addiction, and (b) the moderating role of the need to belong in the indirect relationship between student–student relationship and adolescent smartphone addiction.MethodsThis model was examined with 768 Chinese adolescents (mean age = 16.81 years, SD = 0.73); the participants completed measurements regarding student–student relationship, self-esteem, the need to belong, and smartphone addiction.ResultsThe correlation analyses indicated that student–student relationship was significantly negatively associated with adolescent smartphone addiction, and the need to belong was significantly positively associated with adolescent smartphone addiction. Mediation analyses revealed that self-esteem partially mediated the link between student-student relationship and adolescent smartphone addiction. Moderated mediation further indicated that the mediated path was weaker for adolescents with lower levels of the need to belong.Discussion and conclusionHigh self-esteem could be a protective factor against smartphone addiction for adolescents with a strong need to belong as these students appeared to be at elevated risk of developing smartphone addiction.