Although the potent influence of the peer group on the psychosocial development of adolescents is undisputed, most clinical writings on the subject portray it in a one-sided, regressive, and conflictual vem. Using data derived from actual experiences with youth groups and from recent research findings, a more balanced view of adolescent group life is proposed with emphasis on the adaptive and growth- promoting aspects.
Indonesia is currently experiencing the industrial revolution 4.0 era, which is associated with the use of the internet and computer technology. There are still some changes associated with this era, which led to the need for quality human resources, such as educational institutions, especially universities. However, there some students are still unable to understand their career orientation, which led to the initiation of peer group counseling. Therefore, this study aims to determine the effectiveness of peer group counseling to increase student career maturity. The experimental one-group pretest-posttest design comprising 74 psychology study program students of class 2017 was used to carry out this research. Data were collected through a career maturity scale with a reliability value of 0.903. The data collected were analyzed using a paired t-test sample with the help of JASP. The results showed that peer group counseling has the ability to increase the career maturity of final-year students.
We analyse peer effects among students of a middle-sized Italian public university. We explain students' average grade in exams passed during their Second Level Degree course on the basis of their pre-determined measures of abilities, personal characteristics and peer group abilities. Thanks to a rich administrative dataset, we are able to build a variety of definitions of peer groups, describing different kinds of students' interaction, based on classes attended together or exams taken in the same session. Self-selection problems are handled through Two-Stage Least Squares estimations using as an instrument, the exogenous assigning of students to different teaching classes in the compulsory courses attended during their First Level Degree course. We find statistically significant positive peer group effects, which are robust to the different definitions of peer group and to different measures of abilities.
Abstract This paper provides an empirical analysis of the determinants of adolescents' crime reporting intentions with particular emphasis on the role of social interactions. The empirical strategy extends the discrete choice random utility model to allow preferences to be defined over the expected actions of an individual's peer group defined by his or her class at school. In this context, students choose whether to report instances of bullying, property theft, or academic cheating they may witness at or around school. Both endogenous and exogenous peer group effects on adolescents' crime reporting intentions are identified and estimated using a 1620-student dataset. Results lend support to the hypothesis that social interactions play a significant role in shaping adolescents' decisions to report wrongdoing they may witness. These group influences can strengthen, or temper school policies aimed at encouraging students to take a more active role in reducing school or community crime.
PurposeThe purpose of this paper is to develop an interpretative framework of induction as a social practice in order to examine the ecology of the human and non‐human actors involved in the production of induction as a social effect.Design/methodology/approachThree case studies are conducted in different types of organizations (private, public, and network) in order to analyse the relation between the induction process and the actors that influence it.FindingsThree different models of induction are described: in a professional bureaucracy, socialization precedes selections and the key actor is the profession; in a small private organization, induction is almost exclusively managed by the peer group in the form of seduction by the profession; in a large network of organizations, induction is explicitly managed by the organization and becomes a means to transmit the organizational culture.Research limitations/implicationsIn the description of the empirical data, it is shown how an individual undergoes induction into the organization when he/she undergoes seduction (by the profession). Nevertheless, the models could be improved by the study of a larger sample of organizations.Originality/valueThis paper shows that induction is not the effect of solely the encounter between individual and organization, because two other agents are involved in the process, namely the profession and the peer group.
Two-year old children often express their understanding and intentions through embodied interactions as they co-produce social relationships. This article presents findings from an ethnomethodological study using conversation analysis to explore turn-taking in toddlers' interactions in a preschool in Iceland. Here, we focus on how toddlers initiate interaction through touch and gaze. These findings demonstrate that toddlers are adept at reading social cues from their peers and are competent at turn-taking and repair in embodied interactions resulting in significant exchanges in the peer group. As such, this article contributes to a growing body of research that demonstrates toddler's competencies in organizing their own social worlds through embodied strategies that co-construct peer relationships in competent ways.
