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Title: | Peer interaction in class: exploring students' self-regulation in relation to peer acceptance and rejection |
Author: | Hladík, Jakub; Hrbáčková, Karla; Petr Šafránková, Anna |
Document type: | Peer-reviewed article (English) |
Source document: | Cogent Education. 2024, vol. 11, issue 1 |
ISSN: | 2331-186X (Sherpa/RoMEO, JCR) |
DOI: | https://doi.org/10.1080/2331186X.2024.2343520 |
Abstract: | The link between peer exposure and self-regulation is likely to vary as a function of the type and quality of peer interaction. In the presented research study, the relationship between self-regulation and peer acceptance/rejection has been explored. The Means-Ends Problem Solving technique was administered in 1625 cases of lower-secondary school students. A cluster analysis suggested three distinct profiles: Thriving, Balancing, and Struggling. Students in the Thriving profile demonstrated the highest level of self-regulation and the highest social acceptance in the peer group. Students with the Struggling profile showed the lowest level of self-regulation and the lowest social acceptance levels, but their perception of own inclusion in class was rather neutral. Profiling of students’ self-regulation skills enabled an enhanced understanding of the process of self-regulation in relation to peer interaction and offered new insights into the role of students’ attitudes (especially one’s perception of own inclusion in a peer group). |
Full text: | https://www.tandfonline.com/doi/full/10.1080/2331186X.2024.2343520 |
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