Publication

Classroom ability composition and the role of academic performance and school misconduct in the formation of academic and friendship networks

Palacios, D., Dijkstra, J. K., Villalobos, C., Treviño, E., Berger, C., Huisman, M. & Veenstra, R., Jun-2019, In : Journal of School Psychology. 74, p. 58-73 16 p.

Research output: Contribution to journalArticleAcademicpeer-review

APA

Palacios, D., Dijkstra, J. K., Villalobos, C., Treviño, E., Berger, C., Huisman, M., & Veenstra, R. (2019). Classroom ability composition and the role of academic performance and school misconduct in the formation of academic and friendship networks. Journal of School Psychology, 74, 58-73. https://doi.org/10.1016/j.jsp.2019.05.006

Author

Palacios, Diego ; Dijkstra, Jan Kornelis ; Villalobos, Cristóbal ; Treviño, Ernesto ; Berger, Christian ; Huisman, Mark ; Veenstra, René. / Classroom ability composition and the role of academic performance and school misconduct in the formation of academic and friendship networks. In: Journal of School Psychology. 2019 ; Vol. 74. pp. 58-73.

Harvard

Palacios, D, Dijkstra, JK, Villalobos, C, Treviño, E, Berger, C, Huisman, M & Veenstra, R 2019, 'Classroom ability composition and the role of academic performance and school misconduct in the formation of academic and friendship networks', Journal of School Psychology, vol. 74, pp. 58-73. https://doi.org/10.1016/j.jsp.2019.05.006

Standard

Classroom ability composition and the role of academic performance and school misconduct in the formation of academic and friendship networks. / Palacios, Diego; Dijkstra, Jan Kornelis; Villalobos, Cristóbal; Treviño, Ernesto; Berger, Christian; Huisman, Mark; Veenstra, René.

In: Journal of School Psychology, Vol. 74, 06.2019, p. 58-73.

Research output: Contribution to journalArticleAcademicpeer-review

Vancouver

Palacios D, Dijkstra JK, Villalobos C, Treviño E, Berger C, Huisman M et al. Classroom ability composition and the role of academic performance and school misconduct in the formation of academic and friendship networks. Journal of School Psychology. 2019 Jun;74:58-73. https://doi.org/10.1016/j.jsp.2019.05.006


BibTeX

@article{1c1494fcdc904a548c08ecbf452921a3,
title = "Classroom ability composition and the role of academic performance and school misconduct in the formation of academic and friendship networks",
abstract = "This paper examined the association between friendship and academic networks and how the connections these networks have with academic performance and school misconduct differ when comparing three types of classrooms where students were grouped based on their academic ability (i.e., high-, low-, and mixed-ability). The sample was composed of 528 seventh to ninth graders (Mage = 15; 64.1{\%} girls) from 12 classrooms (four in each category of ability grouping) across two waves in five schools in Chile. The effects of academic performance and school misconduct on receiving academic and friendship nominations were examined, as well as the interplay between academic and friendship relationships. Furthermore, the extent to which similarity in adolescents' academic performance and school misconduct contributed to the formation and maintenance of academic and friendship relationships was examined. Sex, socioeconomic status, and structural network features were also taken into account. Longitudinal social network analyses (RSiena) indicated that (1) in high-ability classrooms students chose high-achieving peers as academic partners; (2) in high-ability classrooms students avoided deviant peers (i.e., those high in school misconduct) as academic partners; and (3) academic relationships led to friendships, and vice versa, in both high- and low-ability classrooms. Whereas the interplay of friendship and academic relationships was similar in high- and low-ability classrooms, the formation and maintenance of academic networks unfolded differently in these two types of classrooms.",
keywords = "Social network analysis, Academic performance, School misconduct, Ability grouping, RSiena, ADOLESCENT FRIENDSHIPS, PROSOCIAL BEHAVIOR, SECONDARY-SCHOOLS, SELF-CONCEPT, 1ST YEAR, ACHIEVEMENT, STUDENTS, TRACKING, SELECTION, STRATIFICATION",
author = "Diego Palacios and Dijkstra, {Jan Kornelis} and Crist{\'o}bal Villalobos and Ernesto Trevi{\~n}o and Christian Berger and Mark Huisman and Ren{\'e} Veenstra",
year = "2019",
month = "6",
doi = "10.1016/j.jsp.2019.05.006",
language = "English",
volume = "74",
pages = "58--73",
journal = "Journal of School Psychology",
issn = "0022-4405",
publisher = "PERGAMON-ELSEVIER SCIENCE LTD",

}

RIS

TY - JOUR

T1 - Classroom ability composition and the role of academic performance and school misconduct in the formation of academic and friendship networks

AU - Palacios, Diego

AU - Dijkstra, Jan Kornelis

AU - Villalobos, Cristóbal

AU - Treviño, Ernesto

AU - Berger, Christian

AU - Huisman, Mark

AU - Veenstra, René

PY - 2019/6

Y1 - 2019/6

N2 - This paper examined the association between friendship and academic networks and how the connections these networks have with academic performance and school misconduct differ when comparing three types of classrooms where students were grouped based on their academic ability (i.e., high-, low-, and mixed-ability). The sample was composed of 528 seventh to ninth graders (Mage = 15; 64.1% girls) from 12 classrooms (four in each category of ability grouping) across two waves in five schools in Chile. The effects of academic performance and school misconduct on receiving academic and friendship nominations were examined, as well as the interplay between academic and friendship relationships. Furthermore, the extent to which similarity in adolescents' academic performance and school misconduct contributed to the formation and maintenance of academic and friendship relationships was examined. Sex, socioeconomic status, and structural network features were also taken into account. Longitudinal social network analyses (RSiena) indicated that (1) in high-ability classrooms students chose high-achieving peers as academic partners; (2) in high-ability classrooms students avoided deviant peers (i.e., those high in school misconduct) as academic partners; and (3) academic relationships led to friendships, and vice versa, in both high- and low-ability classrooms. Whereas the interplay of friendship and academic relationships was similar in high- and low-ability classrooms, the formation and maintenance of academic networks unfolded differently in these two types of classrooms.

AB - This paper examined the association between friendship and academic networks and how the connections these networks have with academic performance and school misconduct differ when comparing three types of classrooms where students were grouped based on their academic ability (i.e., high-, low-, and mixed-ability). The sample was composed of 528 seventh to ninth graders (Mage = 15; 64.1% girls) from 12 classrooms (four in each category of ability grouping) across two waves in five schools in Chile. The effects of academic performance and school misconduct on receiving academic and friendship nominations were examined, as well as the interplay between academic and friendship relationships. Furthermore, the extent to which similarity in adolescents' academic performance and school misconduct contributed to the formation and maintenance of academic and friendship relationships was examined. Sex, socioeconomic status, and structural network features were also taken into account. Longitudinal social network analyses (RSiena) indicated that (1) in high-ability classrooms students chose high-achieving peers as academic partners; (2) in high-ability classrooms students avoided deviant peers (i.e., those high in school misconduct) as academic partners; and (3) academic relationships led to friendships, and vice versa, in both high- and low-ability classrooms. Whereas the interplay of friendship and academic relationships was similar in high- and low-ability classrooms, the formation and maintenance of academic networks unfolded differently in these two types of classrooms.

KW - Social network analysis

KW - Academic performance

KW - School misconduct

KW - Ability grouping

KW - RSiena

KW - ADOLESCENT FRIENDSHIPS

KW - PROSOCIAL BEHAVIOR

KW - SECONDARY-SCHOOLS

KW - SELF-CONCEPT

KW - 1ST YEAR

KW - ACHIEVEMENT

KW - STUDENTS

KW - TRACKING

KW - SELECTION

KW - STRATIFICATION

U2 - 10.1016/j.jsp.2019.05.006

DO - 10.1016/j.jsp.2019.05.006

M3 - Article

VL - 74

SP - 58

EP - 73

JO - Journal of School Psychology

JF - Journal of School Psychology

SN - 0022-4405

ER -

ID: 84182817