Suchergebnisse

Gegenstand dieser Untersuchung ist die Rolle von durch Lehrkräfte wahrgenomme Schülerfreundschaften auf die Einstufung der Lernbemühungen der Schüler durch die Lehrkräfte. Basierend auf früheren Resultaten erwarten die Autoren einen kognitiven Anpassungseffekt, nach dem Lehrkräfte die Bemühungen von in ihren Augen befreundeten Schülern ähnlicher einschätzen als dies aufgrund individueller Leistungen oder tatsächlicher Freundschaften zu erwarten wäre. Die Daten stammen aus der Networks and Actor Attributes in Early Adolescence Studie, die die Entwicklung von individuellem Verhalten, Normen und sozialen Strukturen in 126 Schulklassen (3332 Schüler an 14 Schulen) während des ersten Schuljahres an weiterführenden Schulen in den Niederlanden nachzeichnet. Lernbemühungen der Schüler wurden als Einschätzungen durch die Klassenlehrkraft gemessen und von Schülern mittels vier schulbezogener Verhaltensweisen erfragt. Freundschaftsnetzwerke wurden zum einen direkt von den Schülern erfragt und zum anderen als Einschätzung der Lehrkräfte. Die Daten wurden mit verschiedenen Verfahren der Netzwerkanalyse ausgewertet. (DIPF/Orig.).;;;The authors study the role of teacher-perceived friendship on teachers' assessments of their students' learning efforts. Based on earlier studies, they expect that teacher-perceived friendship differs from students' actual, self-reported friendship, and can account for teachers' judgement of students' learning efforts, above and beyond effects of students' self-reported study effort and friendship. Data were collected as part of the Networks and Actor Attributes in Early Adolescence study, which traces the development of individual behaviour, norms, and classroom social structure in 126 school classes (3332 students, 14 schools) during the first year at secondary school in the Netherlands. Students' individual study effort was assessed based on students' self-reports of four effort-related behaviours and as an overall judgement by the class teacher. Students' networks were assessed with the classroom as boundary, on the one hand as students' self-reported friendships, on the other hand as friendships perceived by the class teachers. Results were obtained with multivariate stochastic actor-based modelling of the feedback processes between study effort, study norms, and friendship networks. (DIPF/Orig.).

AbstractDespite the pivotal role that both power and interpersonal trust play in a multitude of social exchange situations, relatively little is known about their interplay. Moreover, previous theorizing makes competing claims. Do we consider our relatively more powerful exchange partners to be less trustworthy, as rational choice reasoning would suggest? Or do more complex psychological mechanisms lead us to trust them more, as motivated cognition reasoning implies? Extending the latter approach, we develop and empirically test three hypotheses on the interrelation between perceptions of interpersonal trust and power. According to the status value hypothesis, individuals are more likely to befriend those whom they or others perceive as powerful. The status signaling hypothesis states that the friends of people one perceives as powerful will also be seen as powerful. According to the self-monitoring hypothesis, high self-monitors are more likely than low self-monitors to befriend those they or others perceive as powerful. We use multiplex stochastic actor-based models to analyze the co-evolution of trust and power relations amongn= 49 employees in a Dutch Youth Care organization. Data covers three waves of a longitudinal sociometric network survey collected over a period of 18 months in the years 2009–2010. In general, we find some support for all three hypotheses, though the effects are weak. Being one of the first organizational field studies on the co-evolution of power and trust, we conclude with discussing the implications of these findings for the study of social exchange processes.

Stochastic actor-based models for network dynamics have the primary aim of statistical inference about processes of network change, but may be regarded as a kind of agent-based models. Similar to many other agent-based models, they are based on local rules for actor behavior. Different from many other agent-based models, by including elements of generalized linear statistical models they aim to be realistic detailed representations of network dynamics in empirical data sets. Statistical parallels to micro–macro considerations can be found in the estimation of parameters determining local actor behavior from empirical data, and the assessment of goodness of fit from the correspondence with network-level descriptives. This article studies several network-level consequences of dynamic actor-based models applied to represent cross-sectional network data. Two examples illustrate how network-level characteristics can be obtained as emergent features implied by microspecifications of actor-based models.

AbstractInterfirm networks improve performance outcomes and higher performance is contagious between cooperating firms.

Researchers have become increasingly interested in disentangling selection and influence processes. This literature review provides context for the special issue on network–behavior dynamics. It brings together important conceptual, methodological, and empirical contributions focusing on longitudinal social network modeling. First, an overview of mechanisms underlying selection and influence is given. After a description of the shortcomings of previous studies in this area, the stochastic actor‐based model is sketched; this is used in this special issue to examine network–behavior dynamics. The preconditions for such analyses are discussed, as are common model specification issues. Next, recent empirical advances in research on adolescence are discussed, focusing on new insights into moderating effects, initiation of behaviors, time heterogeneity, mediation effects, and negative ties.

AbstractPositive association of relevant characteristics is a widespread pattern among adolescent friends. A positive association may be caused by the selection of similar others as friends and by the deselection of dissimilar ones, but also by influence processes where friends adjust their behavior to each other. Social control theory argues that adolescents select each other as friends based on delinquency. Differential association theory, on the other hand, argues that adolescent friends influence each other's delinquency levels. We employ new statistical methods for assessing the empirical evidence for either process while controlling for the other process. These methods are based on 'actor‐oriented' stochastic simulation models. We analyze longitudinal data on friendship networks and delinquent behavior collected in four waves of 544 students in 21 first‐grade classrooms of Dutch secondary schools. Results indicate that adolescents select others as friends who have a similar level of delinquency compared with their own level. Estimates of the social influence parameters are not significant. The results are consistent with social control theory but provide no support for differential association theory.

The aim of this study was to unravel the interrelatedness of friendship and help, and to examine the characteristics of friendship and help networks. The effects of mutual versus one‐sided help relations on friendship initiation and maintenance, and vice versa, were examined. Friendship and help networks were analyzed (N = 953 students; 41 classrooms; Mage = 12.7). The results illustrate that friendship and help networks show some similarities, but only partly overlap and have distinct characteristics. Longitudinal multiplex social network analyses showed that mutual help was important for the maintenance of friendship, but not for the initiation of friendship. Further, particularly mutual friendships provided a context in which help took place. Implications of these findings are discussed.

The role of peers in weapon carrying (guns, knives, and other weapons) inside and outside the school was examined in this study. Data stem from a longitudinal study of a high‐risk sample of male students (7th to 10th grade; N = 167) from predominantly Hispanic low‐socio‐economic‐status schools in the United States. Longitudinal social‐network models were used to test whether similarity in weapon carrying among friends results from peer influence or selection. From a goal‐framing approach, we argue that weapon carrying might function as a status symbol in friendship networks and, consequently, be subject to peer influence. The findings indicate that weapon carrying is indeed a result of peer influence. The role of status effects was supported by findings that weapon carrying increased the number of friendship nominations received by peers and reduced the number of given nominations. In addition, peer‐reported aggressiveness predicted weapon carrying 1 year later. These findings suggest that adolescent weapon carrying emerges from a complex interplay between the attraction of weapon carriers for affiliation, peer influence in friendship networks, and individual aggression.