Academic well-being and structural characteristics of peer networks in school
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , , , , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10362/98693 |
Resumo: | Peer networks at school and students’ position in these networks can influence their academic well-being. We study here individual students’ network position (isolation, popularity, social activity) and peer network structures at the school level (centralization, density, clustering, school connectedness) and their relations to students’ academic well-being (school burnout, SB; schoolwork engagement, SE). Classroom surveys for 14-16-year-olds (N = 11,015) were conducted in six European cities (SILNE survey). Students were asked to nominate up to five schoolmates with whom they preferred to do schoolwork. SB and SE correlated negatively (-0.32; p < 0.0001). Students had on average 3.4 incoming (popularity; range 0-5) and 3.4 outgoing (social activity; 0-5) social ties. Percentage of isolated students was 1.4. Students’ network position was associated weakly with academic well-being—popular students had less SB and higher SE, and socially active students had higher SE. School-level peer networks showed high clustering and school connectedness, but low density and low centralization. Clustering was associated with higher SB. Low centralization and high school connectedness protected from SB. Dense networks supported SE as did high average school connectedness. Correlations between these network indicators and academic well-being were, however, low. Our study showed that both students’ network position and network characteristics at the school level can influence adolescents’ academic well-being. |
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Academic well-being and structural characteristics of peer networks in schoolAdolescentsPeersSchool burnoutSchoolwork engagementSocial network analysisPublic Health, Environmental and Occupational HealthHealth, Toxicology and MutagenesisSDG 3 - Good Health and Well-beingPeer networks at school and students’ position in these networks can influence their academic well-being. We study here individual students’ network position (isolation, popularity, social activity) and peer network structures at the school level (centralization, density, clustering, school connectedness) and their relations to students’ academic well-being (school burnout, SB; schoolwork engagement, SE). Classroom surveys for 14-16-year-olds (N = 11,015) were conducted in six European cities (SILNE survey). Students were asked to nominate up to five schoolmates with whom they preferred to do schoolwork. SB and SE correlated negatively (-0.32; p < 0.0001). Students had on average 3.4 incoming (popularity; range 0-5) and 3.4 outgoing (social activity; 0-5) social ties. Percentage of isolated students was 1.4. Students’ network position was associated weakly with academic well-being—popular students had less SB and higher SE, and socially active students had higher SE. School-level peer networks showed high clustering and school connectedness, but low density and low centralization. Clustering was associated with higher SB. Low centralization and high school connectedness protected from SB. Dense networks supported SE as did high average school connectedness. Correlations between these network indicators and academic well-being were, however, low. Our study showed that both students’ network position and network characteristics at the school level can influence adolescents’ academic well-being.Escola Nacional de Saúde Pública (ENSP)RUNRimpelä, ArjaKinnunen, Jaana M.Lindfors, PirjoSoto, Victoria EugeniaSalmela-Aro, KatariinaPerelman, JulianFederico, BrunoLorant, Vincent2020-06-02T01:06:50Z2020-04-022020-04-02T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10362/98693eng1661-7827PURE: 18400853https://doi.org/10.3390/ijerph17082848info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-03-11T04:45:18Zoai:run.unl.pt:10362/98693Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T03:39:01.926339Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Academic well-being and structural characteristics of peer networks in school |
title |
Academic well-being and structural characteristics of peer networks in school |
spellingShingle |
Academic well-being and structural characteristics of peer networks in school Rimpelä, Arja Adolescents Peers School burnout Schoolwork engagement Social network analysis Public Health, Environmental and Occupational Health Health, Toxicology and Mutagenesis SDG 3 - Good Health and Well-being |
title_short |
Academic well-being and structural characteristics of peer networks in school |
title_full |
Academic well-being and structural characteristics of peer networks in school |
title_fullStr |
Academic well-being and structural characteristics of peer networks in school |
title_full_unstemmed |
Academic well-being and structural characteristics of peer networks in school |
title_sort |
Academic well-being and structural characteristics of peer networks in school |
author |
Rimpelä, Arja |
author_facet |
Rimpelä, Arja Kinnunen, Jaana M. Lindfors, Pirjo Soto, Victoria Eugenia Salmela-Aro, Katariina Perelman, Julian Federico, Bruno Lorant, Vincent |
author_role |
author |
author2 |
Kinnunen, Jaana M. Lindfors, Pirjo Soto, Victoria Eugenia Salmela-Aro, Katariina Perelman, Julian Federico, Bruno Lorant, Vincent |
author2_role |
author author author author author author author |
dc.contributor.none.fl_str_mv |
Escola Nacional de Saúde Pública (ENSP) RUN |
dc.contributor.author.fl_str_mv |
Rimpelä, Arja Kinnunen, Jaana M. Lindfors, Pirjo Soto, Victoria Eugenia Salmela-Aro, Katariina Perelman, Julian Federico, Bruno Lorant, Vincent |
dc.subject.por.fl_str_mv |
Adolescents Peers School burnout Schoolwork engagement Social network analysis Public Health, Environmental and Occupational Health Health, Toxicology and Mutagenesis SDG 3 - Good Health and Well-being |
topic |
Adolescents Peers School burnout Schoolwork engagement Social network analysis Public Health, Environmental and Occupational Health Health, Toxicology and Mutagenesis SDG 3 - Good Health and Well-being |
description |
Peer networks at school and students’ position in these networks can influence their academic well-being. We study here individual students’ network position (isolation, popularity, social activity) and peer network structures at the school level (centralization, density, clustering, school connectedness) and their relations to students’ academic well-being (school burnout, SB; schoolwork engagement, SE). Classroom surveys for 14-16-year-olds (N = 11,015) were conducted in six European cities (SILNE survey). Students were asked to nominate up to five schoolmates with whom they preferred to do schoolwork. SB and SE correlated negatively (-0.32; p < 0.0001). Students had on average 3.4 incoming (popularity; range 0-5) and 3.4 outgoing (social activity; 0-5) social ties. Percentage of isolated students was 1.4. Students’ network position was associated weakly with academic well-being—popular students had less SB and higher SE, and socially active students had higher SE. School-level peer networks showed high clustering and school connectedness, but low density and low centralization. Clustering was associated with higher SB. Low centralization and high school connectedness protected from SB. Dense networks supported SE as did high average school connectedness. Correlations between these network indicators and academic well-being were, however, low. Our study showed that both students’ network position and network characteristics at the school level can influence adolescents’ academic well-being. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-06-02T01:06:50Z 2020-04-02 2020-04-02T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10362/98693 |
url |
http://hdl.handle.net/10362/98693 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
1661-7827 PURE: 18400853 https://doi.org/10.3390/ijerph17082848 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
repository.mail.fl_str_mv |
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1799138006813114368 |