The effects of peer‐teaching on student perceptions of class environment, adjustment, and academic performance
Bibliographic Data
| ID | 11053737 |
|---|---|
| Authors | Stephanie Wright (0000-0002-7838-9429, Department of Psychology University of Rochester 14627 Rochester New York), Emory L Cowen (Department of Psychology University of Rochester 14627 Rochester New York, corresponding author) |
| Year | 1985 |
| Volume | 13 |
| Issue | 4 |
| Pages | 417-431 |
| Publication date | 1985-08-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | American Journal of Community Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0091-0562 • E-ISSN: 1573-2770 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1007/bf00911217 |
| PMID | 4050750 |
| OpenAlex | W2037651464 |
| Language | EN |
| Citations received | 5 |
| References cited | 18 |
This study explored the effects of a social studies peer-teaching intervention on student perceptions of class environment, adjustment, and academic performance. There were 45 students in the experimental group (E) and 46 controls (C) from four fifth-grade classes in a suburban, predominantly white, middle-class school. The Classroom Environment Scale (CES) and a School Opinion Survey were used to assess student views of the classroom. Students completed self-esteem and peer sociometric rating measures and teachers submitted adjustment ratings for all pupils. Report card and average monthly grades were recorded in social studies. After the intervention, Es compared to Cs came to see their classes as more Involved, Orderly and Organized, and Competitive, and reported being happier in class and enjoying aspects of their school work more. The groups did not differ in change in self-esteem. Both groups improved directionally in peer liking, though Cs did so more than Es. Teachers rated Es as having increased competence and decreased in problems after the program. Es did significantly better than Cs both on report cards and monthly social studies grades due primarily to the substantial improvement of Es with initially low academic status
Art history · Gratitude · Library science · Sociology · Wright · Behavioral and Psychological Studies · Computer Science · Educational Environments and Student Outcomes · History · Medicine · Psychology · Social Psychology · Teacher Education and Leadership Studies · Gerontology
Primary prevention research
Perceptions of classroom environment and their relationship to children's mood, achievement, popularity and adjustment
Student perception of school environment and its relationship to mood, achievement, popularity, and adjustment
Baby‐steps toward primary prevention
Personal correlates of contrasting environments
Social environmental predictors of children's adjustment in elementary school classrooms
Normative and parametric analyses of school maladjustment
The special number
Children's self-control in relation to perceived social environment
Performance in the Interdependent Classroom
| Citations per year | 0.12 |
|---|---|
| Citation span | 1985 - 2003 (19) |
| Highly cited | No |