The role of classmates' modeling and reinforcement in adolescents' perceived classroom peer context

E.C.A. Mertens; M. Dekovic; W.M. van Londen; E. Reitz

doi:10.1007/s10964-020-01325-8

The role of classmates' modeling and reinforcement in adolescents' perceived classroom peer context

E.C.A. Mertens
, M. Dekovic
, W.M. van Londen
, E. Reitz

Research output: Contribution to journal › Article › Academic › peer-review

Abstract

Experiences with classmates can affect adolescents’ academic, emotional, and social development. The aim was to examine
whether changes in classmates’ modeling and reinforcement, induced by an intervention, affected changes in adolescents’ perceived classroom peer context and whether these associations were moderated by dyadic mutuality. Questionnaires and observations were used in a sample of 7th Grade students (N = 152; Mage = 12.37; 53.8% boys). Generally, changes in classmates’ modeling and reinforcement were unrelated to adolescents’ perceived classroom peer context, except for classmates’ prosocial modeling. Increases in prosocial modeling were related to decreases in victimization, especially for dyads with high levels of mutuality. The results suggest that classmates’ prosocial modeling may be more important for the perceived classroom peer context than classmates’ deviant modeling.

Original language	English
Pages (from-to)	260-270
Number of pages	11
Journal	Journal of Youth and Adolescence
Volume	50
Issue number	2
Early online date	3 Oct 2020
DOIs	https://doi.org/10.1007/s10964-020-01325-8
Publication status	Published - Feb 2021

Bibliographical note

Funding Information:
This work was financially supported by a grant from The Netherlands Organization for Health Research and Development, grant number 531001106.

Publisher Copyright:
© 2020, The Author(s).

Keywords

Classmates
Dyadic mutuality
Modeling
Peer influence
Perceived classroom peer context
Reinforcement

Access to Document

10.1007/s10964-020-01325-8Licence: CC BY

Mertens2021_Article_TheRoleOfClassmatesModelingAndFinal published version, 636 KBLicence: CC BY

Cite this

@article{4762e60e47644194bc7ea083076c7894,

title = "The role of classmates' modeling and reinforcement in adolescents' perceived classroom peer context",

abstract = "Experiences with classmates can affect adolescents{\textquoteright} academic, emotional, and social development. The aim was to examine whether changes in classmates{\textquoteright} modeling and reinforcement, induced by an intervention, affected changes in adolescents{\textquoteright} perceived classroom peer context and whether these associations were moderated by dyadic mutuality. Questionnaires and observations were used in a sample of 7th Grade students (N = 152; Mage = 12.37; 53.8\% boys). Generally, changes in classmates{\textquoteright} modeling and reinforcement were unrelated to adolescents{\textquoteright} perceived classroom peer context, except for classmates{\textquoteright} prosocial modeling. Increases in prosocial modeling were related to decreases in victimization, especially for dyads with high levels of mutuality. The results suggest that classmates{\textquoteright} prosocial modeling may be more important for the perceived classroom peer context than classmates{\textquoteright} deviant modeling.",

keywords = "Classmates, Dyadic mutuality, Modeling, Peer influence, Perceived classroom peer context, Reinforcement",

author = "E.C.A. Mertens and M. Dekovic and \{van Londen\}, W.M. and E. Reitz",

note = "Funding Information: This work was financially supported by a grant from The Netherlands Organization for Health Research and Development, grant number 531001106. Publisher Copyright: {\textcopyright} 2020, The Author(s).",

year = "2021",

month = feb,

doi = "10.1007/s10964-020-01325-8",

language = "English",

volume = "50",

pages = "260--270",

journal = "Journal of Youth and Adolescence",

issn = "0047-2891",

publisher = "Springer New York",

number = "2",

}

TY - JOUR

T1 - The role of classmates' modeling and reinforcement in adolescents' perceived classroom peer context

AU - Mertens, E.C.A.

AU - Dekovic, M.

AU - van Londen, W.M.

AU - Reitz, E.

N1 - Funding Information: This work was financially supported by a grant from The Netherlands Organization for Health Research and Development, grant number 531001106. Publisher Copyright: © 2020, The Author(s).

PY - 2021/2

Y1 - 2021/2

N2 - Experiences with classmates can affect adolescents’ academic, emotional, and social development. The aim was to examine whether changes in classmates’ modeling and reinforcement, induced by an intervention, affected changes in adolescents’ perceived classroom peer context and whether these associations were moderated by dyadic mutuality. Questionnaires and observations were used in a sample of 7th Grade students (N = 152; Mage = 12.37; 53.8% boys). Generally, changes in classmates’ modeling and reinforcement were unrelated to adolescents’ perceived classroom peer context, except for classmates’ prosocial modeling. Increases in prosocial modeling were related to decreases in victimization, especially for dyads with high levels of mutuality. The results suggest that classmates’ prosocial modeling may be more important for the perceived classroom peer context than classmates’ deviant modeling.

AB - Experiences with classmates can affect adolescents’ academic, emotional, and social development. The aim was to examine whether changes in classmates’ modeling and reinforcement, induced by an intervention, affected changes in adolescents’ perceived classroom peer context and whether these associations were moderated by dyadic mutuality. Questionnaires and observations were used in a sample of 7th Grade students (N = 152; Mage = 12.37; 53.8% boys). Generally, changes in classmates’ modeling and reinforcement were unrelated to adolescents’ perceived classroom peer context, except for classmates’ prosocial modeling. Increases in prosocial modeling were related to decreases in victimization, especially for dyads with high levels of mutuality. The results suggest that classmates’ prosocial modeling may be more important for the perceived classroom peer context than classmates’ deviant modeling.

KW - Classmates

KW - Dyadic mutuality

KW - Modeling

KW - Peer influence

KW - Perceived classroom peer context

KW - Reinforcement

UR - https://www.scopus.com/pages/publications/85092012708

U2 - 10.1007/s10964-020-01325-8

DO - 10.1007/s10964-020-01325-8

M3 - Article

C2 - 33011915

SN - 0047-2891

VL - 50

SP - 260

EP - 270

JO - Journal of Youth and Adolescence

JF - Journal of Youth and Adolescence

IS - 2

ER -

The role of classmates' modeling and reinforcement in adolescents' perceived classroom peer context

Abstract

Bibliographical note

Keywords

Access to Document

Other files and links

Fingerprint

Cite this