Classroom Peer Relationships and Behavioral Engagement in Elementary School

The Role of Social Network Equity

Dados Bibliográficos

ID11054840
AutoresElise Cappella (0000-0002-3768-6443, Department of Applied Psychology New York University 246 Greene Street 10003 New York NY USA, autor correspondente), Ha Yeon Kim (0000-0001-7468-1310, Department of Applied Psychology New York University 246 Greene Street 10003 New York NY USA), J W Neal (0000-0002-7749-8121, Michigan State University), Daisy R Jackson (Department of Applied Psychology New York University 246 Greene Street 10003 New York NY USA)
Ano2013
Volume52
Fascículo3-4
Páginas367-379
Data de publicação2013-12-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoAmerican Journal of Community Psychology (JOURNAL)
Identificadores do periódicoISSN: 0091-0562 • E-ISSN: 1573-2770
EditoraWiley (PUBLISHER • GB)
DOI10.1007/s10464-013-9603-5
PMID24081319
PMCIDPMC4151566
OpenAlexW1979214803
IdiomaEN
Citações recebidas35
Referências citadas66

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

At-risk students · Context (archaeology) · Developmental psychology · Equity (law) · Health psychology · Mathematics education · Multilevel model · Peer group · Public health · Social capital · Sociology · Student engagement · Bullying, Victimization, and Aggression · Parental Involvement in Education · Psychology · Social Psychology · Youth Development and Social Support