Dyadic instruction for middle school students: Liking promotes learning

Amy C. Hartl; Dawn DeLay; Brett Laursen; Jill Denner; Linda Werner; Shannon Campe; Eloy Ortiz

doi:10.1016/j.lindif.2015.11.002

Dyadic instruction for middle school students: Liking promotes learning

Amy C. Hartl, Dawn DeLay, Brett Laursen, Jill Denner, Linda Werner, Shannon Campe, Eloy Ortiz

Research output: Contribution to journal › Article › peer-review

17 Scopus citations

Abstract

This study examines whether friendship facilitates or hinders learning in a dyadic instructional setting. Working in 80 same-sex pairs, 160 (60 girls, 100 boys) middle school students (M=12.13 years old) were taught a new computer programming language and programmed a game. Students spent 14 to 30 (M=22.7) hours in a programming class. At the beginning and the end of the project, each participant separately completed (a) computer programming knowledge assessments and (b) questionnaires rating their affinity for their partner. Results support the proposition that liking promotes learning: Greater partner affinity predicted greater subsequent increases in computer programming knowledge for both partners. One partner's initial programming knowledge also positively predicted the other partner's subsequent partner affinity.

Original language	English (US)
Pages (from-to)	33-39
Number of pages	7
Journal	Learning and Individual Differences
Volume	44
DOIs	https://doi.org/10.1016/j.lindif.2015.11.002
State	Published - Dec 1 2015

Keywords

Actor-partner interdependence model
Computer programming
Dyadic learning
Friendship
Peer influence

ASJC Scopus subject areas

Social Psychology
Education
Developmental and Educational Psychology

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10.1016/j.lindif.2015.11.002

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title = "Dyadic instruction for middle school students: Liking promotes learning",

abstract = "This study examines whether friendship facilitates or hinders learning in a dyadic instructional setting. Working in 80 same-sex pairs, 160 (60 girls, 100 boys) middle school students (M=12.13 years old) were taught a new computer programming language and programmed a game. Students spent 14 to 30 (M=22.7) hours in a programming class. At the beginning and the end of the project, each participant separately completed (a) computer programming knowledge assessments and (b) questionnaires rating their affinity for their partner. Results support the proposition that liking promotes learning: Greater partner affinity predicted greater subsequent increases in computer programming knowledge for both partners. One partner's initial programming knowledge also positively predicted the other partner's subsequent partner affinity.",

keywords = "Actor-partner interdependence model, Computer programming, Dyadic learning, Friendship, Peer influence",

author = "Hartl, {Amy C.} and Dawn DeLay and Brett Laursen and Jill Denner and Linda Werner and Shannon Campe and Eloy Ortiz",

note = "Funding Information: This project was supported by a grant to Jill Denner and Linda Werner from the U.S. National Science Foundation ( 0909733 ). Brett Laursen also received support from the U.S. National Science Foundation ( 0923745 ) and the U.S. National Institute of Child Health and Human Development ( HD068421 ). Publisher Copyright: {\textcopyright} 2015 Elsevier Inc..",

year = "2015",

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day = "1",

doi = "10.1016/j.lindif.2015.11.002",

language = "English (US)",

volume = "44",

pages = "33--39",

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TY - JOUR

T1 - Dyadic instruction for middle school students

T2 - Liking promotes learning

AU - Hartl, Amy C.

AU - DeLay, Dawn

AU - Laursen, Brett

AU - Denner, Jill

AU - Werner, Linda

AU - Campe, Shannon

AU - Ortiz, Eloy

N1 - Funding Information: This project was supported by a grant to Jill Denner and Linda Werner from the U.S. National Science Foundation ( 0909733 ). Brett Laursen also received support from the U.S. National Science Foundation ( 0923745 ) and the U.S. National Institute of Child Health and Human Development ( HD068421 ). Publisher Copyright: © 2015 Elsevier Inc..

PY - 2015/12/1

Y1 - 2015/12/1

N2 - This study examines whether friendship facilitates or hinders learning in a dyadic instructional setting. Working in 80 same-sex pairs, 160 (60 girls, 100 boys) middle school students (M=12.13 years old) were taught a new computer programming language and programmed a game. Students spent 14 to 30 (M=22.7) hours in a programming class. At the beginning and the end of the project, each participant separately completed (a) computer programming knowledge assessments and (b) questionnaires rating their affinity for their partner. Results support the proposition that liking promotes learning: Greater partner affinity predicted greater subsequent increases in computer programming knowledge for both partners. One partner's initial programming knowledge also positively predicted the other partner's subsequent partner affinity.

AB - This study examines whether friendship facilitates or hinders learning in a dyadic instructional setting. Working in 80 same-sex pairs, 160 (60 girls, 100 boys) middle school students (M=12.13 years old) were taught a new computer programming language and programmed a game. Students spent 14 to 30 (M=22.7) hours in a programming class. At the beginning and the end of the project, each participant separately completed (a) computer programming knowledge assessments and (b) questionnaires rating their affinity for their partner. Results support the proposition that liking promotes learning: Greater partner affinity predicted greater subsequent increases in computer programming knowledge for both partners. One partner's initial programming knowledge also positively predicted the other partner's subsequent partner affinity.

KW - Actor-partner interdependence model

KW - Computer programming

KW - Dyadic learning

KW - Friendship

KW - Peer influence

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JO - Learning and Individual Differences

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ER -

Dyadic instruction for middle school students: Liking promotes learning

Abstract

Keywords

ASJC Scopus subject areas

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