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Social Consequences of Academic Teaming in Middle School: The Influence of Shared Course-Taking on Peer Victimization

机译：中学学术团队建设的社会后果：共享课程对同伴受害的影响

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摘要

This study examined the influence of academic teaming (i.e., sharing academic classes with the same classmates) on the relationship between social preference and peer victimization among 6th grade students in middle school. Approximately 1,000 participants were drawn from 5 middle schools that varied in their practice of academic teaming. A novel methodology for measuring academic teaming at the individual level was employed, in which students received their own teaming score based on the unique set of classmates with whom they shared academic courses in their class schedule. Using both peer- and self-reports of victimization, the results of two path models indicated that students with low social preference in highly teamed classroom environments were more victimized than low preference students who experienced less teaming throughout the school day. This effect was exaggerated in higher performing classrooms. Implications for the practice of academic teaming were discussed.
机译：这项研究调查了初中6年级学生的学术团队（即与同班同学共享学术课）对社会偏好和同伴受害关系的影响。大约有1,000名参与者来自5个中学，这些中学的学术合作方式各不相同。采用了一种新颖的方法来衡量个人水平的学术团队，其中学生根据与他们共享课程表的独特的一组同学获得自己的团队得分。使用受害情况的同伴报告和自我报告，两种路径模型的结果表明，在高度协作的教室环境中社会偏好较低的学生比在整个学习日经历较少协作的低偏好学生受到的伤害更大。这种效果在性能较高的教室中被夸大了。讨论了对学术团队实践的影响。

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