Peer interaction in class: exploring students’ self-regulation in relation to peer acceptance and rejection
AbstractThe 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...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2024-12-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2024.2343520 |
| _version_ | 1827260166640238592 |
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| author | Jakub Hladik Karla Hrbackova Anna Petr Safrankova |
| author_facet | Jakub Hladik Karla Hrbackova Anna Petr Safrankova |
| author_sort | Jakub Hladik |
| collection | DOAJ |
| description | AbstractThe 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). |
| first_indexed | 2024-04-24T07:48:03Z |
| format | Article |
| id | doaj.art-942fe2e1b81d4eb78a4a702cd83e18d0 |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2025-03-22T02:38:10Z |
| publishDate | 2024-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-942fe2e1b81d4eb78a4a702cd83e18d02024-05-03T12:13:25ZengTaylor & Francis GroupCogent Education2331-186X2024-12-0111110.1080/2331186X.2024.2343520Peer interaction in class: exploring students’ self-regulation in relation to peer acceptance and rejectionJakub Hladik0Karla Hrbackova1Anna Petr Safrankova2Faculty of Humanities, Tomas Bata University in Zlín, Zlín, CzechiaFaculty of Humanities, Tomas Bata University in Zlín, Zlín, CzechiaFaculty of Humanities, Tomas Bata University in Zlín, Zlín, CzechiaAbstractThe 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).https://www.tandfonline.com/doi/10.1080/2331186X.2024.2343520Peer rejectionself-regulationemotional regulationlower-secondary school studentsRachel Maunder, University of Northampton, United KingdomChildhood |
| spellingShingle | Jakub Hladik Karla Hrbackova Anna Petr Safrankova Peer interaction in class: exploring students’ self-regulation in relation to peer acceptance and rejection Cogent Education Peer rejection self-regulation emotional regulation lower-secondary school students Rachel Maunder, University of Northampton, United Kingdom Childhood |
| title | Peer interaction in class: exploring students’ self-regulation in relation to peer acceptance and rejection |
| title_full | Peer interaction in class: exploring students’ self-regulation in relation to peer acceptance and rejection |
| title_fullStr | Peer interaction in class: exploring students’ self-regulation in relation to peer acceptance and rejection |
| title_full_unstemmed | Peer interaction in class: exploring students’ self-regulation in relation to peer acceptance and rejection |
| title_short | Peer interaction in class: exploring students’ self-regulation in relation to peer acceptance and rejection |
| title_sort | peer interaction in class exploring students self regulation in relation to peer acceptance and rejection |
| topic | Peer rejection self-regulation emotional regulation lower-secondary school students Rachel Maunder, University of Northampton, United Kingdom Childhood |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2024.2343520 |
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