Feeling socially embedded and engaging at school: the impact of peer status, victimization experiences, and teacher awareness of peer relations in class

Harks, Marvin; Hannover, Bettina

doi:10.1007/s10212-019-00455-3

Cited by 11 publications

(11 citation statements)

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“…On average, 30.1% (SD 11.8%) of the teachers' reported peer nominations matched the students' responses. In a similar study Harks and Hannover (2019) in primary and secondary schools reported that teachers (n 20-27) replicated 36-39% of students' individual peer nominations correctly. This percentage of agreement related to the nominations made; non-nominations were not considered.…”

Section: Peer and Teacher Reports To Assess Students' Social Statusmentioning

confidence: 89%

“…The literature on this question is heterogeneous. The range of correlations between teacher and student reports on students' social status has varied from low to high, depending on the assessment methods used (e.g., Ledingham et al, 1982;Landau et al, 1984;Huesmann et al, 1994;Babad, 2001;Wu et al, 2001;Andrade et al, 2005;Jackson and Campbell, 2009;McKown et al, 2011;van den Berg et al, 2015;Harks and Hannover, 2017;Marucci et al, 2018;Harks and Hannover, 2019;Wilbert et al, 2020). Some studies compared teachers' ratings (e.g., McKown et al, 2011) or categorical responses (e.g., Andrade et al, 2005) with students' peer nominations.…”

Section: Peer and Teacher Reports To Assess Students' Social Statusmentioning

confidence: 99%

“…Others used nomination procedures whereby teachers nominated the students they perceived to be most or least liked (e.g., van den Berg et al, 2015). Yet other studies asked teachers to adopt the perspective of each student when nominating peers (e.g., Harks and Hannover, 2019). According to this approach, teachers fill out expected peer nominations for all students in class and individual status is derived from all these nominations (as when using classic student-reported peer nominations).…”

Section: Peer and Teacher Reports To Assess Students' Social Statusmentioning

confidence: 99%

“…Overall, there is little information on the correspondence of results from teachers' and students' peer nominations. Also, the existing studies on this subject (Wu et al, 2001;Harks and Hannover, 2017;Harks and Hannover, 2019) used limited peer nominations and it is unclear whether the agreement between teachers' and students' reports is affected when asking participants to make unlimited nominations.…”

Section: Peer and Teacher Reports To Assess Students' Social Statusmentioning

confidence: 99%

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Brief Research Report: Agreement Between Teacher and Student Reports on Students’ Acceptance and Rejection

Schoop-Kasteler

Müller

2021

Front. Educ.

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Student-reported peer nominations are typically used to obtain information on the social status (i.e., acceptance and rejection) of students in their classrooms. However, under certain circumstances this assessment method cannot be used, for example for logistical reasons or with students with intellectual disabilities (ID) who are not always able to fill out peer nominations. In such instances, teacher reports on students’ expected nominations may serve as a proxy. As part of a larger study on students with ID, we evaluated the agreement between teachers’ and students’ peer reports regarding individual students’ acceptance and rejection using unlimited nomination procedures in Grades 4–6 mainstream classrooms. As many students with ID cannot fill out peer nominations, this evaluation study used a sample of typically developing students without ID. Teachers (n = 27, Mage = 34.24 years, SD = 10.85; 85.2% female) nominated all peers from the classroom who they believed individual students would report as “liked” and “not liked”. For direct comparison, students (n = 441, Mage = 11.36 years, SD = 0.89; 46.8% female) themselves were also asked to report their “liked” and “not liked” nominations. Students received both more “liked” and more “not liked” nominations from their peers than from their teachers. Students’ social status as calculated from teacher reports showed only partial agreement with social status as calculated from student reports, suggesting that in mainstream classrooms student reports cannot be easily replaced by teacher reports. Perspectives on the application of teacher-reported peer nominations in special needs settings are discussed.

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Section: Peer and Teacher Reports To Assess Students' Social Statusmentioning

confidence: 89%

Section: Peer and Teacher Reports To Assess Students' Social Statusmentioning

confidence: 99%

Section: Peer and Teacher Reports To Assess Students' Social Statusmentioning

confidence: 99%

Section: Peer and Teacher Reports To Assess Students' Social Statusmentioning

confidence: 99%

See 2 more Smart Citations

Brief Research Report: Agreement Between Teacher and Student Reports on Students’ Acceptance and Rejection

Schoop-Kasteler

Müller

2021

Front. Educ.

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“…According to previous sociometric networks analysis, students' and teachers' ratings of peer popularity are only moderately correlated (r = .42) (Kwon, Kim, and Sheridan 2012). Harks and Hannover (2019a) reported for primary and secondary school students an overlap of 36% (study 1)/39% (study 2) of students' individual nominations and teachers' nominations. Another study by Harks and Hannover (2019b) showed a moderately accurate overlap of peer networks rated by students and teachers.…”

Section: Students' and Teachers' Perspectives On Students' Friendshipsmentioning

confidence: 91%

Social participation in the context of inclusive education: primary school students’ friendship networks from students’ and teachers’ perspectives

Schwab

Lindner

Helm

et al. 2021

European Journal of Special Needs Education

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Having friends influences students' academic, socio-emotional as well as health development. Especially, students with special educational needs (SEN) are at a high risk to belong to the subgroup of students without friends in class. Within a sequential explanatory design, two study phases have been implemented in the present study. In phase 1, a sociometric network analysis of 449 students from 25 inclusive primary school classes (4 th grade, age = 9-11 years) were examined at t1. To assess students' friendships, sociometric nominations of the students' top five friends have been used. Results showed that the agreement of students' and teachers' rating varies strongly across classes (r = .18 -.71). In phase 2, interview data from a subsample (a sub-sample selected from phase 1) comprising teachers (n = 2) and students (n = 15) was qualitatively analysed. The evaluation of teachers' interviews identified three explanations for missing accuracy in the sociometric networks. From students' interviews, six subcategories describing friendship were found.

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The Social Cognitions of Victims of Bullying: A Systematic Review

et al. 2022

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The nature of the relation between victimization of bullying and social information processing is unclear. The prevention hypothesis predicts that victims focus more on negative social cues to prevent further escalation. In contrast, the reaffiliation hypothesis predicts that victims focus more on positive social cues to restore the social situation. Alternatively, the desensitization hypothesis predicts that victims become increasingly insensitive to social cues because of a numbing effect. This systematic review examines evidence for these three hypotheses on the relation between victimization and social information processing. The focus is on two phases of social information processing: encoding of social information (attending to and registration of social cues) and interpreting social information (making sense of multiple social cues simultaneously). These phases are important prerequisites for behavioral responses. The systematic search led to the inclusion of 142 articles, which were published between 1998 and 2021 and received quality assessment. The studies included on average about 1600 participants (range: 14–25,684), who were on average 11.4 years old (range: 4.1–17.0). The topics covered in the literature included attention to and accurate registration of social cues, peer perception, attribution of situations, empathy, and theory of mind. The results were most often in line with the prevention hypothesis and suggested that victimization is related to a negative social-cognitive style, as shown by a more negative perception of peers in general and more negative situational attribution. Victimization seemed unrelated to abilities to empathize or understand others, which contradicted the desensitization hypothesis. However, desensitization may only occur after prolonged and persistent victimization, which to date has been sparsely studied. The reaffiliation hypothesis could not be thoroughly examined, because most studies did not include positive social cues. In bullying prevention, it is important to consider the negative social information processing style related to victimization, because this style may impede the development of positive social interactions.

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Feeling socially embedded and engaging at school: the impact of peer status, victimization experiences, and teacher awareness of peer relations in class

Cited by 11 publications

References 61 publications

Brief Research Report: Agreement Between Teacher and Student Reports on Students’ Acceptance and Rejection

Brief Research Report: Agreement Between Teacher and Student Reports on Students’ Acceptance and Rejection

Social participation in the context of inclusive education: primary school students’ friendship networks from students’ and teachers’ perspectives

The Social Cognitions of Victims of Bullying: A Systematic Review

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