TY - JOUR
T1 - Learning from friends
T2 - measuring influence in a dyadic computer instructional setting
AU - DeLay, Dawn
AU - Hartl, Amy C.
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 (0909733) from the U.S. National Science Foundation. 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). Thanks to Chris Hafen for his early efforts on this project.
PY - 2014/4
Y1 - 2014/4
N2 - Data collected from partners in a dyadic instructional setting are, by definition, not statistically independent. As a consequence, conventional parametric statistical analyses of change and influence carry considerable risk of bias. In this article, we illustrate a strategy to overcome this obstacle: the longitudinal actor-partner interdependence model (APIM). Participants included 60 girls and 100 boys enrolled in public middle schools, who ranged in age from 10 to 14 at the outset. Students worked in pairs assigned by teachers. At the beginning and end of the instructional period, students completed surveys rating the degree to which the partner was a friend, confidence in one's own computing skills, and computer programming knowledge. APIM analyses revealed partner influence over the acquisition of computer programming skills among friends but not nonfriends. Students with higher initial levels of confidence in their own computing skills were more apt to be influenced by friends. This association was especially strong when confident partners were paired with friends who knew relatively more about computer programming.
AB - Data collected from partners in a dyadic instructional setting are, by definition, not statistically independent. As a consequence, conventional parametric statistical analyses of change and influence carry considerable risk of bias. In this article, we illustrate a strategy to overcome this obstacle: the longitudinal actor-partner interdependence model (APIM). Participants included 60 girls and 100 boys enrolled in public middle schools, who ranged in age from 10 to 14 at the outset. Students worked in pairs assigned by teachers. At the beginning and end of the instructional period, students completed surveys rating the degree to which the partner was a friend, confidence in one's own computing skills, and computer programming knowledge. APIM analyses revealed partner influence over the acquisition of computer programming skills among friends but not nonfriends. Students with higher initial levels of confidence in their own computing skills were more apt to be influenced by friends. This association was especially strong when confident partners were paired with friends who knew relatively more about computer programming.
KW - computer programming
KW - distinguishable dyad APIM
KW - friend influence
UR - http://www.scopus.com/inward/record.url?scp=84893947791&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84893947791&partnerID=8YFLogxK
U2 - 10.1080/1743727X.2013.784961
DO - 10.1080/1743727X.2013.784961
M3 - Article
AN - SCOPUS:84893947791
SN - 1743-727X
VL - 37
SP - 190
EP - 205
JO - International Journal of Research and Method in Education
JF - International Journal of Research and Method in Education
IS - 2
ER -