DeLay Dawn, Zhang Linlin, Hanish Laura D, Miller Cindy F, Fabes Richard A, Martin Carol Lynn, Kochel Karen P, Updegraff Kimberly A
T. Denny Sanford School of Social and Family Dynamics, Arizona State University, PO Box 873701, Tempe, AZ, 85287, USA.
University of Richmond, 28 Westhampton Way, Richmond, VA, 23173, USA.
Prev Sci. 2016 Nov;17(8):903-913. doi: 10.1007/s11121-016-0678-8.
Longitudinal social network analysis (SNA) was used to examine how a social-emotional learning (SEL) intervention may be associated with peer socialization on academic performance. Fifth graders (N = 631; 48 % girls; 9 to 12 years) were recruited from six elementary schools. Intervention classrooms (14) received a relationship building intervention (RBI) and control classrooms (8) received elementary school as usual. At pre- and post-test, students nominated their friends, and teachers completed assessments of students' writing and math performance. The results of longitudinal SNA suggested that the RBI was associated with friend selection and peer influence within the classroom peer network. Friendship choices were significantly more diverse (i.e., less evidence of social segregation as a function of ethnicity and academic ability) in intervention compared to control classrooms, and peer influence on improved writing and math performance was observed in RBI but not control classrooms. The current findings provide initial evidence that SEL interventions may change social processes in a classroom peer network and may break down barriers of social segregation and improve academic performance.
纵向社会网络分析（SNA）被用于研究社会情感学习（SEL）干预如何与同伴社交对学业成绩的影响相关联。从六所小学招募了五年级学生（N = 631；48%为女生；9至12岁）。干预班级（14个）接受了关系建立干预（RBI），对照班级（8个）照常进行小学常规教学。在测试前和测试后，学生提名他们的朋友，教师完成对学生写作和数学成绩的评估。纵向SNA的结果表明，RBI与课堂同伴网络中的朋友选择和同伴影响相关联。与对照班级相比，干预班级中的友谊选择明显更多样化（即种族和学业能力导致的社会隔离证据更少），并且在RBI班级中观察到同伴对写作和数学成绩提高的影响，而对照班级则没有。当前的研究结果提供了初步证据，表明SEL干预可能会改变课堂同伴网络中的社会过程，并可能打破社会隔离障碍，提高学业成绩。
