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Classroom Peer Relationships and Behavioral Engagement in Elementary School: The Role of Social Network Equity

机译：小学课堂同伴关系和行为参与：社交网络公平的作用

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摘要

Applying social capital and systems theories of social processes, we examine the role of the classroom peer context in the behavioral engagement of low-income students (N = 80) in urban elementary school classrooms (N = 22). Systematic child observations were conducted to assess behavioral engagement among second to fifth graders in the fall and spring of the same school year. Classroom observations, teacher and child questionnaires, and social network data were collected in the fall. Confirming prior research, results from multilevel models indicate that students with more behavioral difficulties or less academic motivation in the fall were less behaviorally engaged in the spring. Extending prior research, classrooms with more equitably distributed and interconnected social ties—social network equity—had more behaviorally engaged students in the spring, especially in classrooms with higher levels of observed organization (i.e., effective management of behavior, time, and attention). Moreover, social network equity attenuated the negative relation between student behavioral difficulties and behavioral engagement, suggesting that students with behavioral difficulties were less disengaged in classrooms with more equitably distributed and interconnected social ties. Findings illuminate the need to consider classroom peer contexts in future research and intervention focused on the behavioral engagement of students in urban elementary schools.
机译：应用社会资本和社会过程的系统理论，我们研究了课堂同伴情境在城市小学教室（N = 22）的低收入学生（N = 80）的行为参与中的作用。进行了系统的儿童观察，以评估同一学年秋季和春季二至五年级学生的行为参与度。秋季收集了课堂观察，教师和儿童问卷以及社交网络数据。多层次模型的结果证实了先前的研究结果，表明秋季秋季行为障碍较多或学术动机较少的学生春季的行为较少。扩展先前的研究，具有更公平地分布和相互联系的社会联系（社会网络公平）的教室在春季有更多的行为参与学生，特别是在观察到的组织水平较高（即对行为，时间和注意力的有效管理）的教室中。此外，社交网络公平消除了学生行为困难与行为参与之间的负相关关系，这表明有行为困难的学生在具有更公平分布和相互联系的社交关系的教室中的参与度较低。这些发现阐明了在未来的研究和干预中需要考虑课堂同龄人的背景，而干预和干预的重点是城市小学学生的行为参与。

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