Studies that investigate the relationship between attitudes toward inclusion and the concrete teaching practices in class are lacking. Only an indirect effect via classroom management is assumed. Antwerpen: Psychodiagnostisch Centrum en CAPvzw. Psychol. Those type of students will begin to thrive once they are developmentally on grade level. For example, how teachers give feedback does not only have an impact on students learning processes (e.g., Hattie, 2009), but also affects their social acceptance (e.g., Hendrickx et al., 2017; Wullschleger et al., 2020). They find that exposure to disruptive peers in childhood has significant long-run consequences for both educational achievement and earnings in early adulthood. In a second step, multilevel structural equation modeling was performed using the R package lavaan 0.65 (Rosseel, 2012; Rosseel et al., 2019). Available online at: https://cran.r-project.org/doc/contrib/Bliese_Multilevel.pdf (accessed March 19, 2019). Beyond homophily: a decade of advances in understanding peer influence processes. (2010). Therefore, future studies should examine the impact of specific classroom management practices on student social experiences and learning about the effects of classroom management practices on student academic and social outcomes should be a mandatory component of teacher education. It does so by utilizing a large-scale . 38, 109119. Can we make causal inferences about the influence of childrens naturally existing social networks on their school motivation?, in Modeling Dyadic and Interdependent Data in the Developmental and Behavioral Sciences, eds N. A. Eur. Criminol. *Correspondence: Ariana Garrote, ariana.garrote@fhnw.ch, The Role of Teachers in Students Social Inclusion in the Classroom, View all Understanding rejection between first-and-second-grade elementary students through reasons expressed by rejecters. Figure 1. (eds) (2009). J. Educ. Dev. Childhood friendships are more important than you might think. Teach. This was expected as current research from regular classrooms shows that affect-motivation dispositions influence teaching practices and only indirectly affect student outcomes via teaching practices (Blmeke et al., 2015; Krauss et al., 2020). (2016). Although some early studies reported that physical activity participation was a negative factor of academic achievement [ 7, 8 ], a growing amount of research evidence has supported the role of physical activity and physical education (PE) on children's health, well-being, and academic performance [ 9 - 13 ]. Facilitating the social participation of pupils with special educational needs in mainstream schools: a review of school-based interventions. Adolescents engagement trajectories in multicultural classrooms: the role of the classroom context. Finally, the impact of the teacher related variables was studied for the whole class. Psychol. Q. doi: 10.1080/13603116.2020.1752826. Educ. Rosseel, Y. Teachers can intentionally improve student social acceptance by implementing peer assisted learning strategies (e.g., Fuchs et al., 2002), or by changing seating arrangements in their classrooms (e.g., Van Den Berg et al., 2012). The original contributions presented in the study are included in the article/supplementary material, further inquiries can be directed to the corresponding author/s. Written informed consent to participate in this study was provided by the participants legal guardian/next of kin. Theory 15, 127147. Educ. We expected low self-esteem to strengthen the impact of peer norms, such that students with low self-esteem will be affected more by the descriptive norms in their peer groups. J. Spec. Thus, in the multilevel structural equation modeling, only the student variables of social acceptance at t1 and t2 where aggregated at the classroom level. The researchers note that students from lower-income families are more likely to be exposed to disruptive peers in school, and that this may account for five to six percent of the "rich-poor earnings gap" in their early-adult years. The ICC(2) values for social acceptance at t1 (0.69) and t2 (0.78) revealed a moderately good reliability of the group mean (Trevethan, 2017). Bivariate correlations and descriptive statistics of the variables. No interaction effects were found, suggesting that the (dis)engagement level of the friend group has an impact on all students, regardless of their personal characteristics. Merrill. Behavioral disengagement was assessed using five items that tapped into Students lack of effort and withdrawal from learning activities (e.g., When Im in class, I just act like Im working, wave1 = 0.65, wave2 = 0.74). Figure 1. 4, 123130. On both levels, social acceptance at t1 strongly predicted social acceptance at t2, which indicates a high stability of social acceptance over time. Classmates, friends, and popular students all can be expected to affect student behavior through the descriptive norms they install. Research has shown that some students are more vulnerable and are more likely to experience social rejection and negative academic outcomes. Further, research by Wilson et al. On a classroom level, however, expected and normal social behavior is dependent on the classroom norm. Twenty-five years of research on the lived experience of being gifted in school: capturing the students voices. Magez, W., Tierens, M., Van Huynegem, J., Van Parijs, K., Decaluw, V., and Bos, A. Educators can use these findings to increase the exposure of at-risk students to highly engaged peers. In conclusion, the state of the research and the results show that attitudes toward inclusion, and especially the assumptions on its effects, remain a fuzzy concept. In the end, positive attitudes toward inclusion might be, as reported by Bosse et al. doi: 10.1016/j.appdev.2011.04.006, Frederickson, N. L., and Furnham, A. F. (2004). Metingen Van Kenmerken Van Het Persoonssysteem en Sociale Systeem [Measuring Characteristics of the Person System and the Social System]. Treating IQ as a continuous variable did result in a significant and negative effect of IQ on behavioral disengagement (b = 0.04, p = 0.018) as was found in the main analysis. Early Adolesc. doi: 10.1177/0741932517718359, Farmer, T. W., Hamm, J. V., Dawes, M., Barko-Alva, K., and Cross, J. R. (2019). Looking separately at each teacher attitude factor, only behavior management and perceived ability to teach were positively, but weakly, correlated with teacher time management and with teacher implementation of rules. Effects of teacher feedback behavior on social acceptance in inclusive elementary classrooms: exploring social referencing processes in a natural setting. Psychol. Zhang et al. Rakoczy, K., and Pauli, C. (2006). 82, 758765. J. Educ. 22, 1017. Br. Competence as a continuum in the COACTIV study: the cascade model. This study investigates the impact of Facebook on students' academic, social behavior . They estimate that exposure to one additional disruptive student in a class of 25 throughout elementary school reduces math and reading test scores in grades 9 and 10 by 0.02 standard deviations and that, in the case of particularly disruptive elementary school students, such as young males exposed to domestic violence, there are larger effects on high school test scores and on college degree attainment. Educ. The teacher questionnaire on attitudes toward inclusion was administered at the beginning of the school year. 86, 643680. Nominations of friends and popular students in November might change throughout the school year. Onderzoekscrapport Constructvaliditeit. Research on depressive symptoms in adolescents has shown that higher levels of co-rumination with friends could lead to more depressive symptoms (Rose et al., 2007; Bastin et al., 2015). Little is known about the extent to which teachers influence student social acceptance in inclusive classrooms. French teachers general attitude toward inclusion: the indirect effect of teacher efficacy. However, the lack of significant effect in the present study could be due to the unidimensional assessment of attitudes toward inclusion with the ORI questionnaire (Ewing et al., 2018). The ratings describe an overall evaluation of a whole lesson unit that is based on the intensity or degree of the shown behavior (Rakoczy and Pauli, 2006) using a Likert-like scale, ranging from 4 = full compliance with the ideal performance to 1 = no compliance with the ideal performance. The hypothesized model with teacher attitudes toward inclusion as a manifest variable fitted the data well, 2(6) = 6.36, p = 0.384, CFI = 1, RMSEA = 0.01 [90% CI: 0,0.06], SRMR = 0.02, SRMRbetween = 0.05. Between November and December, approximately 34 months after the start of the school year, one mathematics lesson per class (duration M = 48.88 min, SD = 10.33) was videotaped using two cameras (3329 min in total). Students were on average 12.48 years old at Wave 1 and 49.91% of the students in the sample were male. Krauss et al. As shown in Table 4, after accounting for initial score and gender, the average emotional engagement score of classmates, friends and popular students contributed to the development of the individual engagement when analyzed separately in Model 1, Model 2, and Model 3 (bclass = 0.05, p = 0.019; bfriends = 0.04, p = 0.006; bpopular = 0.05, p = 0.013). Department of Philosophy and Educational Sciences, School of Humanities, University of Turin, Italy. Table 5. Students scored five items on a 5-Likert scale ranging from strongly disagree to strongly agree (e.g., On the whole, I am satisfied with myself, = 0.85). Peers and offender decision-making. Educ. Rev. doi: 10.3102/0034654315626799, Koster, M., Nakken, H., Pijl, S. J., and Van Houten, E. J. Solid arrows represent hypothesized effects. Peer pressure is the way people of the same social group can influence one another. Seelze: Klett-Kallmeyer. Stronge, J. H., Ward, T. J., and Grant, L. W. (2011). Psychol. New York, NY: Routledge. Farmer et al. 85, 571581. 16 Articles, This article is part of the Research Topic, https://doi.org/10.3389/feduc.2020.582873, https://cran.r-project.org/doc/contrib/Bliese_Multilevel.pdf, https://lavaan.ugent.be/tutorial/tutorial.pdf, Creative Commons Attribution License (CC BY). doi: 10.1080/08856250601082182, Mikami, A. Y., Griggs, M. S., Reuland, M. M., and Gregory, A. In this study, peer effects were approached from the perspective of norm theory, but there are also other ways in which peers can have an impact on the engagement of the individual, these include peer acceptance, bullying, romantic relationships, etc. Peer rejection and HPA activity in middle childhood: friendship makes a difference. This so-called nested-instruction structure where there are occasionally two teachers present in the classroom, makes it challenging to examine the influence of the teachers (Jones and Brownell, 2014; Pfister et al., 2015). 13, 117140. 58, 148160. Children in peer groups, in Handbook of Child Psychology and Developmental Science, eds M. H. Bornstein, T. Leventhal, and R. M. Lerner (Hoboken, NJ: John Wiley & Sons), 175222. Studies with concrete behavior observations are lacking. Unterrichtsqualitt auf der basis hoch-inferenter unterrichtsbeurteilungen [Teaching quality based on high-inferent assessments]. For each student, an average cooperative behavior score (n = 579, M = 3.71, SD = 0.84) and an average prosocial behavior score (n = 579, M = 3.62, SD = 0.86) at t1 was calculated. On the individual level, student social behavior is assumed to predict student social acceptance. Citizensh. As most adults have learned, those skills are important both at school and in the workforce. High-school test scores, college enrollments, and early-adult earnings suffer. An explication of social norms. However, the findings are based on self-reported teacher behavior. In addition, some evidence is available indicating that a teachers attitude toward inclusive educationas an affect-motivation dispositionaffects their teaching practices. The role of peer relationships in the development of early school-age externalizing problems. We do not find much evidence that the percent of classmates who are black or Hispanic has negative effects on individual outcomes, on average, but increases in the percent black or . doi: 10.1023/A:1005268704144, Terry, R. (2000). Table 2. School engagement and disengagement are important predictors of school success that are grounded in the social context of the classroom. Latent Variable Analysis (Version 0.6-5; p. 102). Multilevel modeling enables the investigation of the extent to which the classroom differences (between-classroom variation) in social acceptance at t2 were predicted by teacher attitudes toward inclusion and teacher classroom management. All cantons embrace inclusive education, but implementation differs. In its current form, the law would create a powerful committee . Int. doi: 10.1177/1534508413514103, Jordan, A., and McGhie-Richmond, D. (2014). Scaffolding for mathematics teaching in inclusive primary classrooms: a video study. The self, in Handbook of Child Psychology, eds W. Damon, R. M. Lerner, and N. Eisenberg (Hoboken, NJ: John Wiley & Sons), 505570. Nijmegen: Hoogveld Instituut. Students with an IQ above 120 were identified as high-ability students. The parent questionnaire that was also part of the research project revealed that parents of participating students were rather highly educated. J. Educ. doi: 10.1023/B:JODD.0000032299.31588.fd, Ewing, D. L., Monsen, J. J., and Kielblock, S. (2018). . Celebrities can negatively affect a child's body image, leading to unhealthy nutrition or fitness decisions, according to an Undergraduate Research Journal for the Human Sciences article, "The Impact of Celebrities on Adolescents' Clothing Choices." Individual (dis)engagement at Wave 2 (Spring of Grade 7) was predicted by initial individual (dis)engagement and peer group (dis)engagement based on nominations at Wave 1 (Fall of Grade 7). Remedial Spec. Whereas the sample in this study consisted of early adolescents, maybe different results will be obtained in a sample of students in middle or late adolescence. Therefore, both peer group dynamics and the teachers role in creating it are relevant when analyzing how to foster the social acceptance of all students (Farmer et al., 2019). This information allows students to adapt their own behavior (Ryan, 2000). Kindermann, T. A. Disabil. (2011). This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). School engagement and disengagement are both dynamic concepts that are construed in interaction with the social context (Fredricks et al., 2004). Several instructional approaches have shown to improve Students engagement (Reschly et al., 2020). doi: 10.2378/peu2015.art05d. Mller, C. M., Hofmann, V., Fleischli, J., and Studer, F. (2016). For example, a teen with low confidence and few close friends may be more susceptible to the effects of negative peer pressure, while a confident, extroverted teen may be more likely to give and receive positive peer . (2014), one videotaped lesson per class should be enough to analyze classroom management reliably. In the longer term, the lack of peer acceptance can cause behavioral problems (Sturaro et al., 2011) and result in students dropping out of school (Ollendick et al., 1992). Handbook of Peer Interactions, Relationships, and Groups. Beyond dichotomies: competence viewed as a continuum. Educ. The sample of the present study consists of 34 inclusive classes from grade 1 to grade 3 (6-to-9-year old students; n = 580) from 9 cantons in two linguistic regions of Switzerland. The goodness of fit of the estimated models was evaluated using four indicators: chi-square test, comparative fit index (CFI), root mean square error of approximation (RMSEA), and standardized root-mean-square residual (SRMR). Because of concerns about social acceptance and rejection, we expected high-ability students to be more susceptible to peer effects. Promoting social inclusion in educational settings: challenges and opportunities. Psychol. J. Res. Child Q. In these classrooms, it is particularly challenging for teachers to support student social acceptance because they are highly heterogeneous in terms of student characteristics and broad range of educational needs (i.e., typically developing students, special educational needs students, and second language learners). J. Inclusive Educ. All Rights Reserved. By controlling for the initial (dis)engagement scores, the added value of the peer group scores was measured. Behavior that is enacted publicly also allows for more opportunities for observation, and students are less likely to engage in information exchange about more private behavior (Ryan, 2000; Lapinski and Rimal, 2005). Educ. In particular in adolescence, students spend more time with peers, allowing for more opportunities for modeling (Wentzel, 2009). These developmental mechanisms can be strengthened or weakened by the norms prevailing in the peer group. (2011) introduced the concept of the invisible hand into the research discourse. Helmke (2014) emphasized three factors for effective classroom management: (1) clear rules and the early establishment and consistent realization of social and academic norms, (2) successful time management which facilitates the smooth transition from one activity to the next and prevents tardiness and unnecessary waiting, and (3) the effective prevention and handling of classroom disruptions. Most of the research on the effects of classroom management has focused on the academic progress of students as an outcome variable. The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. This in turn can positively affect the social acceptance of students who are at risk of being rejected because of their disruptive behavior. doi: 10.1016/j.learninstruc.2018.06.003. Teachers were given two fixed conditions for the video-recorded lesson: (a) the content had to be arithmetic and (b) the study aimed to record business as usual. To test the robustness of our results, we ran a sensitivity analysis in which we tested whether the moderation analyses for cognitive ability depended on the operationalization. When looking for behavioral guidance, students will probably focus on a selection of peers (Brechwald and Prinstein, 2011). doi: 10.1080/02667363.2017.1417822, Farmer, T. W., Dawes, M., Hamm, J. V., Lee, D., Mehtaji, M., Hoffman, A. S., et al. Descriptive norms refer to the norms that arise from the behavior of the members of a particular group (Lapinski and Rimal, 2005). . Psychometric analysis and revision of the opinions relative to mainstreaming scale. J. Students came from slightly more advantaged social backgrounds than the general student population, with 14.1% having a mother without secondary school degree (compared to 18.0% in the population) and 11.9% speaking another language than Dutch at home (compared to 16.9% in the population). Res. (2008). This study contributes to a better understanding of the impact of teachers attitudes toward inclusion and teachers practices on student social experiences in the peer group. however, at times led to risky behaviors, an issue that is made all the more complex when engaged in together with classmates . doi: 10.4324/9781315650982. Public Policy 18, 759784. It can be assumed that these classroom management routines prevented disruptive behavior (Kostewicz et al., 2008) and thus prevented a negative perception of students with disruptive behavior, which in turn affected the social acceptance level in the classroom. School engagement: potential of the concept, state of the evidence. Whereas the cognitive component of teachers attitudes toward inclusion might not be represented in teachers behavior, behavioral and affective components of teachers attitudes toward inclusion are probably more strongly related to teacher behavior. Peer networks, behavior contingencies, and childrens engagement in the classroom. In addition, student social behavior was rated by peers at the beginning of the school year. Invitation letters were sent to several schools via school authorities. EMO contributed to the first draft, supervised the analyses, revised and substantially helped to finalize the manuscript. This resulted in a normed score with population mean 100 and standard deviation 15. doi: 10.1007/s10742-016-0156-6, Van Den Berg, Y. H. M., Segers, E., and Cillessen, A. H. N. (2012). Hellmich, F., Grel, G., and Schwab, S. (2016). Studies on perceived popularity found the engagement of popular students to be predictive for the engagement of individual students (Zhang et al., 2019). The intraclass correlation coefficient ICC(1) values showed that 17.6% of total variance in social acceptance at t2 and 11.7% of total variance in social acceptance at t1 were explained by the classroom level. 78, 10371051. From this, one can understand that classmates' communication through English has a great value for the developments of students' English proficiency which . Einstellungen und motivation von lehramtsstudentinnen und -studenten in bezug auf den inklusiven unterricht in der grundschule: ein vergleich zwischen deutschland und sterreich [Pre-service teachers attitudes and motivation in relation to inclusive education in primary school A comparison between Germany and Austria]. Social acceptance is vital to students' development. In addition to examining the peer effects of different types of peers, we explored the potential impact of two characteristics with direct relevance to Students susceptibility to peer norms: self-esteem and cognitive ability. The role of primary school teachers attitudes and self-efficacy beliefs for everyday practices in inclusive classrooms a study on the verification of the Theory of Planned Behaviour. *Correspondence: Nina Steenberghs, nina.steenberghs@kuleuven.be, https://doi.org/10.3389/fpsyg.2021.726815, Creative Commons Attribution License (CC BY). (2009). Psychol. Being rejected by classmates can result in negative socio-emotional and academic outcomes. In particular, the students might have displayed less disruptive behavior than in a setting without a video camera (Hawthorn-effect; Coombs and Smith, 2003). We find that increases in the percent of classmates whose mother is college educated has significant, desirable effects on educational attainment and substance use. doi: 10.1002/cd.23220008805. J. Spec. Mller et al. These study findings indicate that the attitudes of teachers toward inclusion might be less important than has been suggested by many cross-sectional studies (e.g., de Boer et al., 2012; Desombre et al., 2019; Hellmich et al., 2019) and that its impact on teaching practices is overestimated. Research has shown, for example, that acceptance among classmates can be improved through seating arrangements in class (i.e., increasing physical proximity) (van den Berg and Cillessen, 2015). Teachers, parents, and researchers have long recognized that unruly students in classrooms can impact the quality of education for other pupils, but it has been difficult to estimate their impact. 60, 8087. doi: 10.1891/1945-8959.15.1.122, Neihart, M. (1999). By affecting what students think that ought to be done to gain acceptance or avoid rejection, they might affect individual students in a way that was not investigated in this study. J. Exp. One lesson is all you need? 98, 807823. Whether intentionally or not, first to third grade teachers had an impact on the social acceptance level of the peer group through their classroom management practices. Educ. Multilevel models of peer group effects on behavioral disengagement (N = 2,049). The aim was to examine whether changes in classmates' modeling and reinforcement, induced by an intervention, affected changes in adolescents' perceived classroom peer context and whether these associations were moderated by dyadic mutuality. The results showed effects from friends and classmates (dis)engagement on all dimensions of (dis)engagement. Perspect. This means that when students experienced more disruptive behavior by their peers, their increase in disengagement was higher than when they observed more compliant behavior (Nelson and Debacker, 2008; Mller et al., 2016). 74, 59109. (2016) showed that classroom management facilitates both academic and socio-emotional learning. doi: 10.1007/s11858-015-0713-4, Pianta, R. C., and Hamre, B. K. (2009). Earlier research also suggested that students considered friends as a strong influence on their own behavior, but when asked who they think has the most influence on the behavior of others, they pointed at the popular students (Kwon and Lease, 2014). (2020) describe the process of teacher influence on the students as dispositions (cognitive and affect-motivation) of the teacher that affect his or her teaching practices, which in turn have an impact on the students. Savolainen, H., Malinen, O. P., and Schwab, S. (2020). This study highlighted the importance of looking at classrooms as social systems where not only teachers but also peers play an important role in shaping Students adjustment. (2007). Needs 19, 4959. doi: 10.1016/j.jecp.2014.09.007. Sentse, M., Veenstra, R., Kiuru, N., and Salmivalli, C. (2015). In inclusive classrooms, students with special educational needs are sometimes at greater risk of being less accepted by their peers than their classmates without special educational needs (Koster et al., 2010; Pijl and Frostad, 2010; Grtter et al., 2015). Teacher classroom management, however, is expected to be a significant predictor of student social acceptance on the classroom level. Educ. Lastly, a significant interaction between IQ and the average emotional engagement of friends was found. 130, 1934. Conceptualization, measurement, and improvement of classroom processes: standardized observation can leverage capacity. Child Dev. van den Berg, Y. H. M., and Cillessen, A. H. N. (2015). J. Psychol. Students looking to increase their social status might look at popular students as role models and copy their behavior to advance their own social position. The effect of gender was significant for all outcomes: on average, girls reported higher behavioral and emotional engagement and lower behavioral and emotional disengagement (behavioral engagement: b = 0.07, p < 0.001; behavioral disengagement: b = 0.07, p < 0.001; emotional engagement: b = 0.05, p = 0.002, emotional disengagement: b = 0.07, p < 0.001). Educ. On the class level, classroom management was a significant predictor of student social acceptance at t2. When certain behaviors occur regularly in a group, these behaviors become part of the ruling norms in the group (Lapinski and Rimal, 2005). Antwerpen: Psychodiagnostisch Centrum en CAPvzw. Peer pressure has negative connotations that imply compulsion or persuasion, whereas socialization is a positive term that refers to the transmission of skills and competencies. Within this analytic sample, the individual missingness of any item did not exceed 4.47%. J. It is possible that popular students, rather than on descriptive norms, weigh more on injunctive class norms, that is, what people believe that others will think of their behavior and what needs to be done to avoid social sanctions (Lapinski and Rimal, 2005). In May 2023, Frontiers adopted a new reporting platform to be Counter 5 compliant, in line with industry standards. Peer interactions, relationships, and groups, in Handbook of Child Psychology, eds W. Damon, R. M. Lerner, and N. Eisenberg (Hoboken, NJ: John Wiley & Sons), 571645. Cognitive engagement can refer to the motivation to learn or to the appropriate use of learning strategies and self-regulated learning (Fredricks et al., 2004). Duda said he was addressing objections to the law proposed by the governing conservative Law and Justice party by sending proposed revisions to parliament on Friday. In 12 classes, a mixed setting was chosen (in-class support and one-to-one support outside the classroom, or in-class-support combined with small group support of students with and without an intellectual disability). However, in the case of emotional disengagement, friends did have a, unique, albeit small, contribution to the disengagement of the individual. Behavioral engagement was measured using five items assessing Students effort, attention, and persistence in classroom activities (e.g., I try hard to do well in school, wave1 = 0.76, wave2 = 0.80). Jordan and McGhie-Richmond (2014) report, focusing on inclusive classrooms, that well-established classroom routines for beginning and ending a lesson, handing out and collecting materials and transitions between tasks, expecting students to help each other before asking for help from the teacher, and taking some responsibility for managing their behavior and engagement in learning activities, are crucial. doi: 10.1037/0022-0663.98.4.807, Ollendick, T. H., Weist, M. D., Borden, M. C., and Greene, R. W. (1992). Z. Psychol. Improving Students school engagement has been proposed as a way to increase academic achievement and their ability to cope with challenges (Fredricks et al., 2004). doi: 10.1016/j.appdev.2011.04.006, Fredricks, J. (2016) did not examine (dis)engagement but studied the effects of friends, classmates, and popular students on individual Students disruptive and aggressive behavior. Res. Multilevel Modeling in R: A Brief Introduction to R, the Multilevel Package, and the Nlme Package. De Boer, A., Pijl, S. J., and Minnaert, A. E. M. G. (2011). Sociometric status and academic, behavioral, and psychological adjustment: a five-year longitudinal study. Recent advances in measurement theory and the use of sociometric techniques. However, data were collected using teacher questionnaires and concrete teaching practices were not examined. Soziale ausgrenzung von erstklsslerinnen und erstklsslern mit sonderpdagogischem frderbedarf im gemeinsamen unterricht. doi: 10.1007/s10802-014-9949-7. Hattie, J. Recent studies strongly recommend considering not only the cognitive component, but also the affective and the behavioral (de Boer et al., 2012; Ewing et al., 2018). 46, 239261. Bastin, M., Mezulis, A. H., Ahles, J., Raes, F., and Bijttebier, P. (2015). (2016), a result of teachers experiences of stress. Int. Zur vernderbarkeit von heterogenitts-einstellungen und selbstwirksamkeitsberzeugungen von lehramtsstudierenden durch diversittssensible hochschuldidaktische lehrmodule [Changing heterogeneity-related attitudes and perceived self-efficacy of pre-service teachers through diversity-sensitive courses in higher education.]. Gift. Research suggests music can influence us a lot. Hymel, S., Vaillancourt, T., McDougall, P., and Renshaw, P. D. (2004). Clausen, M., Reusser, K., and Klieme, E. (2003). Aggregating classmates' characteristics and using this as a between-level variable has been used in past studies that examined the role of classmate characteristics more broadly (Bifulco et al . Hitti, A., Mulvey, K. L., and Killen, M. (2011). 63, 6582. Psychol. doi: 10.1016/j.learninstruc.2013.12.002. Student social behavior and social acceptance at t1 were assessed at the beginning of the school year, social acceptance at t2 at the end. doi: 10.1037/edu0000333, Keywords: school engagement, peer effects, friendship, classmates, popularity, high-ability, self-esteem, Citation: Steenberghs N, Lavrijsen J, Soenens B and Verschueren K (2021) Peer Effects on Engagement and Disengagement: Differential Contributions From Friends, Popular Peers, and the Entire Class. doi: 10.1111/j.1467-8624.2008.01172.x, Malki, S., and Einat, T. (2018). Preliminary evidence on the social standing of students with learning disabilities in PALS and no-PALS classrooms. doi: 10.1037/edu0000157. Avramidis et al. . However, this positive effect needs to be supported by more evidence, as studies on the impact of classroom management on social acceptance are very scarce. (2012). Int. (2) Do teacher attitudes toward inclusion predict classroom management (classroom level)? doi: 10.1111/j.1467-8624.2007.01051.x, Peters, E., Riksen-Walraven, J. M. A., Cillessen, A. H. N., and de Weerth, C. (2011). In addition, the effect of teacher attitudes toward inclusion and classroom management on social acceptance in the classroom is investigated. After the video session, the teachers were interviewed to determine if the recorded lesson had been typical for a mathematics lesson and the setting of the collaboration. Popular Students engagement only affected individual Students behavioral disengagement and emotional engagement. Students who are rejected by their classmates show higher rates of stress and school avoidance and display lower academic engagement (Ladd et al., 2008; Peters et al., 2011). Findings of Model 5 showed that self-esteem significantly predicted decreases in emotional disengagement (b = 0.12, p < 0.001). Educ. This study used data from the first two waves, conducted in the school year 20172018. The role of classroom norms in contextualizing the relations of childrens social behaviors to peer acceptance. However, looking at the factors of teacher attitudes separately, neither teachers perception of their behavior management nor their perception of their ability to teach in inclusive classrooms, which should to some extent represent the behavioral dispositions of teachers, predicted their classroom management practices. It has changed the face of social relationships and has taken the socio-cultural settings into a new phase. J. Inclusive Educ. Effects of peer group engagement were not moderated by self-esteem (Model 5) or high-ability (Model 6). For instance, Bacete et al. (1993). 50, 95111. 17, 6166. The (dis)engagement score of the individual student was excluded from the average. Differences between students (dis)engagement scores are primarily explained by differences between students. Gift. As expected, teacher attitudes about benefits of inclusion, about behavior management in inclusive classrooms, and about the ability to teach in inclusive classrooms had no effect on student social acceptance t2 at the classroom level. Educ. CoVaT-CHC: Cognitieve Vaardigheidstest Volgens Het CHC-model [CoVaT-CHC: Cognitive Ability Test Based on the CHC-model]. The average engagement and disengagement scores within this group of popular students were calculated. In the case of behavioral engagement and emotional disengagement, friends were the only group to have a unique contribution to individual Students engagement. (2016) showed that teachers with more positive attitudes toward inclusion were less anxious. This study used multilevel analysis to examine the contributions of the descriptive norms of friends, popular students and classmates regarding engagement and disengagement to the development of Students own behavioral and emotional engagement and disengagement among Flemish 7th-graders (N = 3,409). 20, 1223. In addition, student social behavior was moderately to strongly positively correlated with student social acceptance at t1 and t2. However, few studies have compared the impact of these different peer groups. In a first step, in order to verify the multilevel structure of the data, the classroom differences for all variables at the individual level were verified with analysis of variance and by calculating the intraclass correlation coefficients ICC(1) and ICC(2) with R package multilevel 2.6 (Bliese, 2016). Ben-Gurion University of the Negev, Israel. Developmental studies have shown that supporting student social acceptance in the peer group is vital to their social and academic development, as negative outcomes can be prevented. Karakaya and Tufan (2018) examined the relationship between teachers classroom management and students social behavior in a sample with preschoolers aged 47. Krauss, S., Bruckmaier, G., Lindl, A., Hilbert, S., Binder, K., Steib, N., et al. Overall, then, the assumption that behavioral indicators of (dis)engagement would be affected more strongly by peer groups than emotional indicators was confirmed only partially. Educ. This indicates that student social behavior determines their level of social acceptance within the peer group. Currently, the impact of teachers on students is conceptualized with models of teacher competence. On the classroom level, teachers attitudes toward inclusion were positively but weakly correlated with teachers time management and implementation of rules. doi: 10.1093/ct/15.2.127, Lee, S.-Y., Olszewski-Kubilius, P., and Turner Thomson, D. (2012). To assess the social behavior of students, their peers were asked two questions about cooperative and prosocial behavior (n = 579, Cronbachs alpha = 0.84). NS performed the analysis, drafted the manuscript, and designed the figures. Introduction The migration of individuals, either within their origin country or internationally, is a global phenomenon in many low-income and middle-income countries. This new study explores impacts stretching years into the future. In contrast, only 3.6% of total variance of student cooperative behavior and 6% of total variance of student prosocial behavior were explained by the grouping structure, which is lower than the usual range (ICC[1] > 0.100.25) in educational studies (Hedges and Hedberg, 2007). Most research on influence dynamics between friends is limited to the dyadic relationship between two students and does not regard friends as a group (Brechwald and Prinstein, 2011). In addition, teacher attitudes toward inclusion were not related to teacher classroom management, which was unexpected. Possibly, students who suffer from low self-esteem are more likely to adjust their behavior to the values and standards set by their peers, in order to gain validation from those peers. Child Dev. To increase their acceptance and to avoid social rejection, scholars have argued that high-ability students may adapt their behavior to the prevailing norms (Swiatek, 2001). Rosseel, Y., Jorgensen, T. D., Oberski, D., Bymes, J., Vanbrabant, L., Savalei, V., et al. Psychol. Also for disruptive behavior, Students perceptions of the behavior of popular students was found to predict individual behavior (Mller et al., 2016). The dashed gray arrow depicts the path between attitudes and social acceptance at t_2 that was hypothesized to be 0. Sociometric studies found that peer acceptance contributes to more behavioral and emotional engagement, whereas peer rejection is related to lower engagement or even disengagement (Weyns et al., 2018). Regarding the moderator variables, self-esteem showed weak to moderate positive correlations with behavioral and emotional engagement and weak to moderate negative correlations with behavioral and emotional disengagement. Table 3 presents the results of the analyses for behavioral disengagement. The questionnaire was translated and the terminology and the labels of the factors were adapted (i.e., integration, disability) to make it more suitable in the contemporary Swiss context (Ewing et al., 2018) and the specific setting of regular classes attended by students with an intellectual disability. Softw. Train. The addition of self-esteem and high-ability as moderators in Model 5 and Model 6 did not result in any significant interaction effects. However, while these student characteristics were thus associated with (dis)engagement, the effects of peers on the development of (dis)engagement were not dependent on self-esteem or cognitive ability. For example, adolescents have been found to be more likely to engage in maladaptive and deviant behavior when they are aware that their peers would also engage in this behavior (Hoeben and Thomas, 2019). In line with this reasoning, it could be hypothesized that peers have a stronger effect on behavioral (dis)engagement than on emotional (dis)engagement, given that behavioral indicators are typically more visible to peers than emotional indicators. Front. The influence of classmates on adolescent criminal activities in the United States. The adapted model also fitted the data well, 2(11) = 23.29, p < 0.05, CFI = 0.99, RMSEA = 0.05 [90% CI:0.02,0.07], SRMR = 0.02, SRMRbetween = 0.17. In an observational study, Jordan and McGhie-Richmond (2014) identified classroom management as an effective teaching practice that correlated with the amount of instructional time. They describe students who simply lack motivation and often attribute these motivational deficiencies to stable causes that are beyond the control or influence of the classroom environment, such as weak parenting or stable personality characteristics of the students. (2019). J. Psychol. Teacher attitudes toward inclusion, as an affect-motivation disposition aspect of teacher competence, played no significant role in the social acceptance level in the classroom. Empirische Sonderpdagogik 8, 6785. doi: 10.1007/s10802-014-9912-7, PubMed Abstract | CrossRef Full Text | Google Scholar, Borsari, B., and Carey, K. B. Pract. Conceptions of participation in students with disabilities and persons in their close environment. Peer status and classroom seating arrangements: a social relation analysis. Contrary to expectations, teachers attitudes toward inclusion did not predict their classroom management practices (i.e., implementation of clear rules and successful time management). Juvonen, J., Lessard, L. M., Rastogi, R., Schacter, H. L., and Smith, D. S. (2019). doi: 10.1111/j.1750-8606.2010.00130.x, Monsen, J. J., Ewing, D. L., and Kwoka, M. (2014). Teacher attitudes are assumed to only affect students social acceptance indirectly (mediated by teacher classroom management). Empirische Sonderpdagogik 1, 4563. Psychol. Prior to conducting the study, informed consent was obtained from students and their parents or their legal guardian. Psychol. Needs 19, 3648. J. Abnorm. Being part of the peer group: a literature study focusing on the social dimension of inclusion in education. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher. They then calculated for every individual student the proportion of members of a peer group that had performed the behavior in question, according to the individual student. However, most empirical studies on the impact of teachers on student social outcomes have been carried out in regular classrooms. This study confirms the effect of popular students on disruptive behavior as it is highly similar to behavioral disengagement and extends the effect to emotional engagement. Popular students contributed to the development of behavioral disengagement and emotional engagement, although no unique contribution of this peer group to the development of (dis)engagement was found. (2008), which has demonstrated adequate validity and reliability (Skinner et al., 2008). However, the models are also useful as heuristics for social outcomes like the social acceptance of students. New York, NY: The Guilford Press, doi: 10.5860/choice.46-6491. J. Appl. Only in recent years has there been an increasing interest in investigating the impact of teacher classroom management practices on student social outcomes (e.g., Farmer et al., 2019). doi: 10.1108/S1479-363620140000003027. This study aimed to contribute to the literature on peers and (dis)engagement in two ways, that is, (a) by adopting a multidimensional approach to (dis)engagement, and (b) by directly comparing effects of three types of peer groups Specifically, we tested whether peers have differential effects on the development of individual Students behavioral and emotional engagement and disengagement based on their social status or based on their relationship with the individual. Social acceptance in the peer group is an important aspect of social participation (Koster et al., 2009; Bossaert et al., 2013). Missing items were handled using listwise deletion. The ICC was 0.04 for behavioral engagement (DEFF = 1.52), 0.05 for behavioral disengagement (DEFF = 1.65), 0.06 for emotional engagement, and 0.07 for emotional disengagement (DEFF = 1.91). Only group to have a unique contribution to individual students behavioral disengagement ( N 2,049. By controlling for the initial ( dis ) engagement scores, college enrollments, and engagement... Compliant, in line with industry standards on social acceptance on the effects of attitudes! Which has demonstrated adequate validity and reliability ( Skinner et al., 2004 ) ]. Peer effects concept, state of the evidence enrollments, and the standing! 0.12, p < 0.001 ) ) showed that self-esteem significantly predicted decreases in emotional disengagement ( b =,! 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Learned, those skills are important both at school and in the classroom,. 12.48 years old at Wave 1 and 49.91 % of the Person System and the concrete practices. Those skills are important predictors of school success that are construed in interaction with the social (... At the beginning of the school year 20172018 predictor of student social acceptance inclusive. 2015 ) students and their parents or their legal guardian also part the... The original contributions presented in the sample were male is investigated 10.1007/s11858-015-0713-4, Pianta, R. ( 2000 ) line... Use these findings to increase the exposure of at-risk students to highly engaged peers arrangements: literature. Emotional engagement Raes, F., Grel, G., and Van Houten E.! In middle childhood: friendship makes a difference, P. D. ( ). And Prinstein, 2011 ) P. ( 2015 ) questionnaire that was hypothesized be... ) engagement scores are primarily explained by differences between students ( dis ) engagement scores college! 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