Examining student social capital in a comprehensive school-based health intervention

Michelle Jordan, Kent A. Lorenz, Michalis Stylianou, Pamela Kulinna

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

The purpose of this study was to explore 188 third through eighth-grade students' patterns of social interaction related to a comprehensive school-based health program, and to investigate relationships between student social capital (i.e., number and frequency of interactions with friends, teachers, and guardians/family members) and teacher implementation. Analyses of survey responses across three time periods revealed that students' patterns of social interaction differed significantly by grade level (elementary versus middle school) and time. There were also significant associations between student social capital and teacher implementation of intervention activities. These results suggest that educational leaders and policy makers attend to social interaction as a lever for intervention success.

Original languageEnglish (US)
Pages (from-to)36-49
Number of pages14
JournalJournal of Classroom Interaction
Volume51
Issue number2
StatePublished - 2016

Fingerprint

comprehensive school
School Health Services
social capital
Interpersonal Relations
Students
interaction
health
teacher
student
Administrative Personnel
elementary school
family member
school grade
leader
Social Capital
time

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

Examining student social capital in a comprehensive school-based health intervention. / Jordan, Michelle; Lorenz, Kent A.; Stylianou, Michalis; Kulinna, Pamela.

In: Journal of Classroom Interaction, Vol. 51, No. 2, 2016, p. 36-49.

Research output: Contribution to journalArticle

@article{90c171f6ca5e45b6a0e926228d352a63,
title = "Examining student social capital in a comprehensive school-based health intervention",
abstract = "The purpose of this study was to explore 188 third through eighth-grade students' patterns of social interaction related to a comprehensive school-based health program, and to investigate relationships between student social capital (i.e., number and frequency of interactions with friends, teachers, and guardians/family members) and teacher implementation. Analyses of survey responses across three time periods revealed that students' patterns of social interaction differed significantly by grade level (elementary versus middle school) and time. There were also significant associations between student social capital and teacher implementation of intervention activities. These results suggest that educational leaders and policy makers attend to social interaction as a lever for intervention success.",
author = "Michelle Jordan and Lorenz, {Kent A.} and Michalis Stylianou and Pamela Kulinna",
year = "2016",
language = "English (US)",
volume = "51",
pages = "36--49",
journal = "Journal of Classroom Interaction",
issn = "0749-4025",
publisher = "University of Houston",
number = "2",

}

TY - JOUR

T1 - Examining student social capital in a comprehensive school-based health intervention

AU - Jordan, Michelle

AU - Lorenz, Kent A.

AU - Stylianou, Michalis

AU - Kulinna, Pamela

PY - 2016

Y1 - 2016

N2 - The purpose of this study was to explore 188 third through eighth-grade students' patterns of social interaction related to a comprehensive school-based health program, and to investigate relationships between student social capital (i.e., number and frequency of interactions with friends, teachers, and guardians/family members) and teacher implementation. Analyses of survey responses across three time periods revealed that students' patterns of social interaction differed significantly by grade level (elementary versus middle school) and time. There were also significant associations between student social capital and teacher implementation of intervention activities. These results suggest that educational leaders and policy makers attend to social interaction as a lever for intervention success.

AB - The purpose of this study was to explore 188 third through eighth-grade students' patterns of social interaction related to a comprehensive school-based health program, and to investigate relationships between student social capital (i.e., number and frequency of interactions with friends, teachers, and guardians/family members) and teacher implementation. Analyses of survey responses across three time periods revealed that students' patterns of social interaction differed significantly by grade level (elementary versus middle school) and time. There were also significant associations between student social capital and teacher implementation of intervention activities. These results suggest that educational leaders and policy makers attend to social interaction as a lever for intervention success.

UR - http://www.scopus.com/inward/record.url?scp=85013778056&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85013778056&partnerID=8YFLogxK

M3 - Article

AN - SCOPUS:85013778056

VL - 51

SP - 36

EP - 49

JO - Journal of Classroom Interaction

JF - Journal of Classroom Interaction

SN - 0749-4025

IS - 2

ER -