The role of academic performance, prosocial behaviour and friendships on adolescents' preferred studying partners: A longitudinal social network analysis

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dc.catalogadorpva
dc.contributor.authorPalacios, Diego
dc.contributor.authorBerger Silva, Christian
dc.contributor.authorLuengo Kanacri, Bernadette Paula
dc.contributor.authorHuisman, Mark
dc.contributor.authorVeenstra, Rene
dc.date.accessioned2024-04-23T19:46:53Z
dc.date.available2024-04-23T19:46:53Z
dc.date.issued2024
dc.description.abstractBackground: Peers constitute an important developmental context for adolescent academic behaviour providing support and resources to either promote or discourage attitudes and behaviours that contribute to school success. When looking for academic help, students may prefer specific partners based on their social goals regarding academic performance. Aims: Based on the social goals for wanting to achieve academically (e.g., studying to be with friends, increasing/maintaining their own social status), we examine the extent to which adolescents' selection of preferred academic partners (with whom they would like to study) is driven by peers' academic performance, prosocial behaviour and friendships. Moreover, as high-achieving students play an important role in academic settings, whether they are more likely to prefer to study with similar high-achieving peers and friends was examined. Sample: A total of 537 seventh-grade students from 13 classes over three waves. Methods: Longitudinal social network analyses (RSiena). Results: Adolescents were more likely to select high achievers, friends and prosocial peers as preferred academic partners. Furthermore, high achievers were more likely to choose other high achievers and friends as preferred academic partners. Conclusions: Adolescents are likely to prefer as study partners someone they can learn from and who is more approachable, cooperative and friendly. Regarding high achievers, they would choose not only academic partners with similar academic interests and motivations to help them boost their academic achievement but also classmates with whom they like to spend time and share personal issues.
dc.fechaingreso.objetodigital2024-04-23
dc.fuente.origenWOS
dc.identifier.doi10.1111/bjep.12675
dc.identifier.eissn2044-8279
dc.identifier.issn0007-0998
dc.identifier.urihttps://doi.org/10.1111/bjep.12675
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/85300
dc.identifier.wosidWOS:001188499000001
dc.information.autorucEscuela de Psicología; Berger Silva, Christian; 0000-0003-1909-7490; 1388
dc.information.autorucEscuela de Psicología; Luengo Kanacri, Bernadette Paula; 0000-0001-7228-459X; 86294
dc.language.isoen
dc.nota.accesocontenido completo
dc.pagina.final19
dc.pagina.inicio1
dc.publisherWiley
dc.revistaBritish Journal of Educational Psychology
dc.rightsacceso abierto
dc.rights.licenseAttribution-NonCommercial-NoDerivs 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectAcademic networks
dc.subjectAcademic performance
dc.subjectFriendship
dc.subjectPprosociality
dc.subjectRSiena
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titleThe role of academic performance, prosocial behaviour and friendships on adolescents' preferred studying partners: A longitudinal social network analysis
dc.typeartículo
sipa.codpersvinculados1388
sipa.codpersvinculados86294
sipa.trazabilidadWOS;2024-03-30
sipa.trazabilidadORCID;2024-04-22
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