Majority and popularity effects on norm formation in adolescence

Pinho, Ana da Silva; Molleman, Lucas; Braams, Barbara R.; Bos, Wouter van den

doi:10.1038/s41598-021-92482-8

Cited by 16 publications

(16 citation statements)

References 59 publications

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“…First, the age distribution of our sample is relatively broad, but not powered to test for age differences. Future research should also focus on age differences in social learning strategies (Molleman et al, 2020; van Leeuwen et al, 2018), as research from other fields suggest that social information use in general, and sensitivity to social status in particular, may be stronger in early adolescence (Badaly et al, 2012; da Silva Pinho et al, 2021). Second, the large majority (9 classes out of 10) of adolescents in our sample were recruited from the pre-university level of high school.…”

Section: Discussionmentioning

confidence: 99%

Network distance and centrality shape social learning in the classroom.

Gradassi¹,

Slagter²,

Pinho³

et al. 2023

School Psychology

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Social learning can help individuals to efficiently acquire knowledge and skills. In the classroom, social learning often takes place in structured settings in which peers help, support, and tutor each other. Several protocols have been developed to make peer-assisted learning (PAL) more efficient. However, little attention has been devoted to how the transfer of knowledge is shaped by the social relationship between peers, and their relative positions in the social network. To address this gap, we combined social network analysis with an experimental social learning task, in which pupils (N = 135; aged 11-19) could use social information from their peers to improve their performance. We show that pupils' tendencies to use social information substantially decrease with the peer's distance in the social network. This effect is mediated by subjective closeness: pupils report feeling much closer to their friends than to their non-friends, and closeness strongly enhances social learning. Our results further show that, above and beyond these effects of network distance, social information use increases with the peer's social status (network centrality) and perceived smartness. Our results provide empirical evidence in a naturalistic setting for the role of specific network attributes in shaping pupils' willingness to learn from their peers. These findings illustrate the value of a social network approach for understanding knowledge transfer in the classroom and can be used to structure more effective peer learning. Impact and ImplicationsThis study shows how social network analyses can help teachers and practitioners boost learning outcomes. Social network data can inform matching of pupils for peer learning, and can help cultivating social cohesion in the classroom. Collecting social network data is a fast and cheap procedure, and may be easily incorporated in existing protocols aimed at promoting peer learning, knowledge transfer and positive school culture.

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Section: Discussionmentioning

confidence: 99%

Network distance and centrality shape social learning in the classroom.

Gradassi¹,

Slagter²,

Pinho³

et al. 2023

School Psychology

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show abstract

“…In real life, however, the social information that might influence individuals depends on their position in their social network, and individuals' social learning strategies (e.g. to preferentially heed familiar individuals, experts or prestigious sources [68][69][70][71][72]). This introduces asymmetries in the social environments that individuals observe, determining, for example, whether rule compliance and generosity are perceived to be common, and whether rule violations and selfishness are typically disapproved of [38,71,73].…”

Section: Discussionmentioning

confidence: 99%

Social influence in adolescence as a double-edged sword

2022

Self Cite

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Social learning is fundamental to human development, helping individuals adapt to changing circumstances and cooperate in groups. During the formative years of adolescence, the social environment shapes people's socio-cognitive skills needed in adulthood. Although peer influence among adolescents is traditionally associated with risky and unruly conduct, with long-term negative effects on educational, economic and health outcomes, recent findings suggest that peers may also have a positive impact. Here, we present a series of experiments with 10–20-year-olds ( n = 146) showing that positive and negative peer effects reflect a domain-general factor of social information use which declines during adolescence. Exposure to disobedient peers provoked rule breaking, and selfish peers reduced prosocial behaviour, particularly in early adolescence. However, compliant peers also promoted rule compliance and fair peers increased prosociality. A belief formation task further revealed that younger adolescents tend to assimilate social information, while older adolescents prioritize personal views. Our results highlight early adolescence as a key window for peer-based interventions to improve developmental trajectories.

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“…An example of this low level of external regulation might be manifested in inadequate, neglectful parenting and the influence of peers in encouraging the individual to adopt risky, dangerous behaviors that are counterproductive in terms of behaviors of academic engagement etc. ( Pinho et al, 2021 ; Pérez Posada and Londoño-Vásquez, 2015 ).…”

Section: Introductionmentioning

confidence: 99%

Effects of factors of self-regulation vs. factors of external regulation of learning in self-regulated study

et al. 2022

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Since the mid-20th century, the study of Self-Regulated Learning (SRL) has aimed to identify the distinctive characteristics that enable individuals to acquire new knowledge and skills under their control. The theory of Internal Self-Regulation vs. External-Regulation in Learning (SRL vs. ERL; 2017) has postulated that a large number of self-regulatory variables are mediated by regulated/non-regulated or dysregulated features of the context. After signing their informed consent, a total of 616 university students completed validated instruments of SRL vs. ERL, behavioral regulation (SRB), regulatory teaching (RT), and metacognitive study control strategies (SRS). Using an ex-post facto design and correlation, regression, structural equation model and mediation analyses, the present research aimed to establish multicausal predictive relationships among the analyzed variables. Results indicated positive predictive effects between the external regulation variables on the self-regulation variables in learning [regulation (SRL)/non-regulation (NRL)/dysregulation (DRL)]; as well as positive predictive effects between SRL on SRB, RT and metacognitive SRS. Additionally, external regulation (ERL) not only predicted but mediated numerous relations among the variables studied. Other findings and important considerations for future research in the field of self-regulation are discussed.

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Majority and popularity effects on norm formation in adolescence

Cited by 16 publications

References 59 publications

Network distance and centrality shape social learning in the classroom.

Network distance and centrality shape social learning in the classroom.

Social influence in adolescence as a double-edged sword

Effects of factors of self-regulation vs. factors of external regulation of learning in self-regulated study

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