Peer Influence on Academic Performance: A Social Network Analysis of Social-Emotional Intervention Effects

Research output: Contribution to journalArticle

12 Citations (Scopus)

Abstract

Longitudinal social network analysis (SNA) was used to examine how a social-emotional learning (SEL) intervention may be associated with peer socialization on academic performance. Fifth graders (N = 631; 48 % girls; 9 to 12 years) were recruited from six elementary schools. Intervention classrooms (14) received a relationship building intervention (RBI) and control classrooms (8) received elementary school as usual. At pre- and post-test, students nominated their friends, and teachers completed assessments of students’ writing and math performance. The results of longitudinal SNA suggested that the RBI was associated with friend selection and peer influence within the classroom peer network. Friendship choices were significantly more diverse (i.e., less evidence of social segregation as a function of ethnicity and academic ability) in intervention compared to control classrooms, and peer influence on improved writing and math performance was observed in RBI but not control classrooms. The current findings provide initial evidence that SEL interventions may change social processes in a classroom peer network and may break down barriers of social segregation and improve academic performance.

Original languageEnglish (US)
Pages (from-to)1-11
Number of pages11
JournalPrevention Science
DOIs
StateAccepted/In press - Jul 19 2016

Fingerprint

Social Support
Learning
Students
Aptitude
Socialization
Peer Influence
Social Segregation

Keywords

  • Academic performance
  • Intervention
  • Peer influence
  • Social networks
  • Social-emotional learning

ASJC Scopus subject areas

  • Public Health, Environmental and Occupational Health

Cite this

@article{978d31be03cf49d08fda5ab15a382d5d,
title = "Peer Influence on Academic Performance: A Social Network Analysis of Social-Emotional Intervention Effects",
abstract = "Longitudinal social network analysis (SNA) was used to examine how a social-emotional learning (SEL) intervention may be associated with peer socialization on academic performance. Fifth graders (N = 631; 48 {\%} girls; 9 to 12 years) were recruited from six elementary schools. Intervention classrooms (14) received a relationship building intervention (RBI) and control classrooms (8) received elementary school as usual. At pre- and post-test, students nominated their friends, and teachers completed assessments of students’ writing and math performance. The results of longitudinal SNA suggested that the RBI was associated with friend selection and peer influence within the classroom peer network. Friendship choices were significantly more diverse (i.e., less evidence of social segregation as a function of ethnicity and academic ability) in intervention compared to control classrooms, and peer influence on improved writing and math performance was observed in RBI but not control classrooms. The current findings provide initial evidence that SEL interventions may change social processes in a classroom peer network and may break down barriers of social segregation and improve academic performance.",
keywords = "Academic performance, Intervention, Peer influence, Social networks, Social-emotional learning",
author = "Dawn DeLay and Linlin Zhang and Laura Hanish and Cindy Miller and Richard Fabes and Carol Martin and Kochel, {Karen P.} and Kimberly Updegraff",
year = "2016",
month = "7",
day = "19",
doi = "10.1007/s11121-016-0678-8",
language = "English (US)",
pages = "1--11",
journal = "Prevention Science",
issn = "1389-4986",
publisher = "Springer New York",

}

TY - JOUR

T1 - Peer Influence on Academic Performance

T2 - A Social Network Analysis of Social-Emotional Intervention Effects

AU - DeLay, Dawn

AU - Zhang, Linlin

AU - Hanish, Laura

AU - Miller, Cindy

AU - Fabes, Richard

AU - Martin, Carol

AU - Kochel, Karen P.

AU - Updegraff, Kimberly

PY - 2016/7/19

Y1 - 2016/7/19

N2 - Longitudinal social network analysis (SNA) was used to examine how a social-emotional learning (SEL) intervention may be associated with peer socialization on academic performance. Fifth graders (N = 631; 48 % girls; 9 to 12 years) were recruited from six elementary schools. Intervention classrooms (14) received a relationship building intervention (RBI) and control classrooms (8) received elementary school as usual. At pre- and post-test, students nominated their friends, and teachers completed assessments of students’ writing and math performance. The results of longitudinal SNA suggested that the RBI was associated with friend selection and peer influence within the classroom peer network. Friendship choices were significantly more diverse (i.e., less evidence of social segregation as a function of ethnicity and academic ability) in intervention compared to control classrooms, and peer influence on improved writing and math performance was observed in RBI but not control classrooms. The current findings provide initial evidence that SEL interventions may change social processes in a classroom peer network and may break down barriers of social segregation and improve academic performance.

AB - Longitudinal social network analysis (SNA) was used to examine how a social-emotional learning (SEL) intervention may be associated with peer socialization on academic performance. Fifth graders (N = 631; 48 % girls; 9 to 12 years) were recruited from six elementary schools. Intervention classrooms (14) received a relationship building intervention (RBI) and control classrooms (8) received elementary school as usual. At pre- and post-test, students nominated their friends, and teachers completed assessments of students’ writing and math performance. The results of longitudinal SNA suggested that the RBI was associated with friend selection and peer influence within the classroom peer network. Friendship choices were significantly more diverse (i.e., less evidence of social segregation as a function of ethnicity and academic ability) in intervention compared to control classrooms, and peer influence on improved writing and math performance was observed in RBI but not control classrooms. The current findings provide initial evidence that SEL interventions may change social processes in a classroom peer network and may break down barriers of social segregation and improve academic performance.

KW - Academic performance

KW - Intervention

KW - Peer influence

KW - Social networks

KW - Social-emotional learning

UR - http://www.scopus.com/inward/record.url?scp=84978698531&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84978698531&partnerID=8YFLogxK

U2 - 10.1007/s11121-016-0678-8

DO - 10.1007/s11121-016-0678-8

M3 - Article

C2 - 27436291

AN - SCOPUS:84978698531

SP - 1

EP - 11

JO - Prevention Science

JF - Prevention Science

SN - 1389-4986

ER -