The Role of Classmates’ Modeling and Reinforcement in Adolescents’ Perceived Classroom Peer Context

Experiences with classmates can affect adolescents’ academic, emotional, and social development. The aim was to examine whether changes in classmates’ modeling and reinforcement, induced by an intervention, affected changes in adolescents’ perceived classroom peer context and whether these associati...

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Bibliographic Details
Published in:Journal of youth and adolescence 2021-02, Vol.50 (2), p.260-270
Main Authors: Mertens, Esther C. A., Deković, Maja, Van Londen, Monique, Reitz, Ellen
Format: Article
Language:English
Subjects:
Adolescent
Adolescent Behavior
Adolescents
Behavioral Science and Psychology
Bullying
Child
Child and School Psychology
Classrooms
Clinical Psychology
Dyads
Emotions
Empirical Research
Health Psychology
History of Psychology
Humans
Law and Psychology
Male
Peer Group
Psychology
Reinforcement
Schools
Social development
Students
Teenagers
Victimization
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Summary:Experiences with classmates can affect adolescents’ academic, emotional, and social development. The aim was to examine whether changes in classmates’ modeling and reinforcement, induced by an intervention, affected changes in adolescents’ perceived classroom peer context and whether these associations were moderated by dyadic mutuality. Questionnaires and observations were used in a sample of 7th Grade students ( N  = 152; M age  = 12.37; 53.8% boys). Generally, changes in classmates’ modeling and reinforcement were unrelated to adolescents’ perceived classroom peer context, except for classmates’ prosocial modeling. Increases in prosocial modeling were related to decreases in victimization, especially for dyads with high levels of mutuality. The results suggest that classmates’ prosocial modeling may be more important for the perceived classroom peer context than classmates’ deviant modeling.
ISSN:0047-2891
1573-6601
DOI:10.1007/s10964-020-01325-8