Pro-social behavior is predictive of academic success via peer acceptance: A study of Chinese primary school children

Guo, Qingke; Zhou, Jing; Feng, Linlin

doi:10.1016/j.lindif.2018.05.010

Cited by 42 publications

(37 citation statements)

References 62 publications

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“…Its assumptions accord with Fielding's (2012) explanation that people, including school-children, are "deeply and irrevocably relational beings whose creative energies are best realised in and through our encounters with others" (p. 654, citing Macmurray, 1961). More recent research literature, as we show at the start of this article, suggests that those children who experience good peer relationships -in Macmurray's sense -engage in stronger and more adaptive prosocial forms of behaviour and social interaction than children who do not; and tend to attain more highly (Guo et al, 2018). Our data illustrate how peer relationships had the potential to provide a source of companionship and entertainment for the sample children, including humour and fun, which could also function to build a sense of belongingness within the group.…”

Section: Discussionmentioning

confidence: 60%

“…At best, peers form a learning community through a network of egalitarian peer relationships to enjoy the respect and care that is necessitated for the act of creative learning. Even when learning is not creative or is measured through formal examinations, good peer relationships seem to be associated positively with academic accomplishments throughout school (Guo et al, 2018).…”

Section: Explainedmentioning

confidence: 97%

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“Look at them! They all have friends and not me”: the role of peer relationships in schooling from the perspective of primary children designated as “lower-attaining”

Hargreaves¹,

Buchanan²,

Quick³

2021

Educational Review

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This paper explores the peer relationship experiences of 23 primaryschool children who had been designated as "lower-attaining". It is written against the backdrop of the mental health crisis among young people in Britain. Using John Macmurray's principles of equality and freedom as underpinning positive personal relationships, it investigates how "lower-attaining" children experience their peer relationships in a climate where attainment in mathematics and English is politically prioritised over the nurturing of positive relationships. We drew on the recent literature pertaining to peer relationships in general; and peer relationships among "lower-attainers" in particular. We build on the assumption that positive personal relationships support creative learning and high attainment. Using 107 extended individual and paired/triad activity-interviews as well as lesson observations every term over six school terms, we carried out research in four sample primaryschools. Our findings illustrated the high value put on friendships by sample children, despite a strong emphasis in schooling on individual competition. The children described instances of feeling troubled by their relationships; and their "low-attainment" status appeared to be linked to some, if not many, of their troubles. They sometimes felt excluded from the main body of their classes due to emphasis on high-attainment. We conclude by proposing a greater emphasis on collaboration and the nurturing of relationships in schooling, which in turn could support these children's creative learning and attainment.

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Section: Discussionmentioning

confidence: 60%

Section: Explainedmentioning

confidence: 97%

“Look at them! They all have friends and not me”: the role of peer relationships in schooling from the perspective of primary children designated as “lower-attaining”

Hargreaves¹,

Buchanan²,

Quick³

2021

Educational Review

View full text Add to dashboard Cite

show abstract

“…It is well-documented that adolescents' success in achieving positive and harmonious peer relationships can facilitate optimal academic and psychosocial functioning (e.g., Guo et al, 2018;Kawabata & Tseng, 2019;Morrow et al, 2016). This perspective is particularly emphasized in the context of Chinese culture.…”

mentioning

confidence: 99%

Grit and peer relationships in early adolescence: A person-centered approach

Lan

2020

Journal of Social and Personal Relationships

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Although a burgeoning body of research has illustrated the association of grit with academic and psychosocial functioning in adolescence, little is known about how adolescents with differing grit profiles may diverge in regard to peer relationships (i.e., perceived popularity and friendships). Guided by the dynamic interactionism framework, the current study, using a person-centered approach, explores grit profiles of Chinese early adolescents and examines whether these profiles exhibit mean differences in perceived popularity and friendships. A total of 1,150 early adolescents aged from 10 years to 13 years (53.4% male) were involved in this study; participants were asked to complete self-report questionnaires concerning grit and self-perception of friendships and complete peer nominations within each classroom in terms of perceived popularity. A latent profile analysis revealed five grit profiles based on two facets of grit (i.e., perseverance and consistency). Moreover, multivariate analysis of covariance—controlling for age, gender, and socioeconomic status—showed that early adolescents who scored higher on both perseverance and consistency were nominated as more popular individuals than those with low-to-moderate perseverance and low consistency. In contrast, perseverance was more essential than consistency in determining greater self-perception of friendships. To summarize, the current study suggests that both perseverance and consistency are pivotal in terms of perceived popularity, whereas perseverance is critical in regard to the self-perception of friendships.

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“…Through reading activities, students gain much experience and gain broader insights than those taught by conventional teachers. Students are also more familiar with the surrounding environment so that they are not indifferent to the surrounding environment, more actively interacting with friends and teachers, and more confident in expressing opinions (Richardson et al, 2017;Guo et al, 2018;Sloan et al, 2020). It has a good impact because these things are needed in the learning process, and the student is socializing with the surrounding environment.…”

Section: Empirical Test Resultsmentioning

confidence: 99%

The Effect of Literacy based on Exploration of Science with Cultural Insights on Thematic Content Mastery and Social Attitude

Wayan

Hermayuni

Agustika³

et al. 2020

JPII

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This study aimed to analyze the effect of literacy learning with cultural insight on science learning outcomes and the social attitudes of students in elementary schools. This research was a quasi-experimental study using a non-equivalent post-test only control group design. The population of this study was 140 students, while the sample was selected by random sampling. The number of samples in this study was 100 students who were divided into two classes. The instrument used was a test of learning outcomes in the form of multiple-choices and social attitude questionnaires. Validation of the learning outcomes instrument used content validity with the Gregory test, and item validity used biserial point correlation, the reliability of the test used KR-20, different power, and difficulty level. Meanwhile, validation on social attitude instruments used content validity with the Gregory test, item validity was used product-moment correlation, and test reliability was used KR-20. The data collected were analyzed by Multivariate Analysis of Variance. The results showed that the results of the significance of all three hypotheses are 0,000, which means less than 0.05 (0,000 < 0.05). So, it can be concluded that there was a positive effect of literacy based on the exploration of science with cultural insights on thematic content mastery and social attitude. The novelty of this research integrates literacy learning with Balinese cultural insight on science learning outcomes and social attitudes.

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Pro-social behavior is predictive of academic success via peer acceptance: A study of Chinese primary school children

Cited by 42 publications

References 62 publications

“Look at them! They all have friends and not me”: the role of peer relationships in schooling from the perspective of primary children designated as “lower-attaining”

“Look at them! They all have friends and not me”: the role of peer relationships in schooling from the perspective of primary children designated as “lower-attaining”

Grit and peer relationships in early adolescence: A person-centered approach

The Effect of Literacy based on Exploration of Science with Cultural Insights on Thematic Content Mastery and Social Attitude

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