Advertisement

Reading and Writing

, Volume 30, Issue 7, pp 1473–1500 | Cite as

Peer selection and influence on children’s reading skills in early primary grades: a social network approach

  • Noona Kiuru
  • Dawn DeLay
  • Brett Laursen
  • William J. Burk
  • Marja-Kristiina Lerkkanen
  • Anna-Maija Poikkeus
  • Jari-Erik Nurmi
Article
First Online:

Abstract

This longitudinal study from Grades 1 to 4 investigated (a) the extent to which children select peers based on similarity in reading skills and (b) the extent to which children are influenced by the level of their peers’ reading skills. The sample consisted of 1003 Finnish children in Grades 1–4, for whom reading fluency and comprehension were assessed. The same children were interviewed about their self-concept of reading ability at the end of kindergarten. The results of social network analysis showed that children had a tendency to choose new friends based on earlier similarity in reading fluency but not in reading comprehension. Furthermore, children became more similar to their friends in reading fluency and reading comprehension. Children with a high self-concept of reading ability and high reading fluency were particularly likely to be positively influenced by peers with high reading fluency.

Keywords

Reading skills Reading fluency Reading comprehension Peer selection and influence Self-concept of reading ability 
This is a preview of subscription content, log in to check access.

Notes

Acknowledgements

This study is part of the extensive First Steps Study (Lerkkanen et al., 2016). The study was funded by a grant from the Academy of Finland to the Finnish Centre of Excellence in Learning and Motivation Research (#213486) and other grants from the same funding agency to Noona Kiuru (#7133146) and Marja-Kristiina Lerkkanen (#125811), and Jari-Erik Nurmi (No. 252304).

References

  1. Alt, S. J., & Samuels, S. J. (2011). Reading fluency. In A. McGill-Franzen & R. L. Allington (Eds.), Handbook of reading disability research (pp. 173–181). New York: Routledge.Google Scholar
  2. Altermatt, E. R., & Pomerantz, E. M. (2003). The development of competence-related and motivational beliefs: An investigation of similarity and influence among friends. Journal of Educational Psychology, 95(1), 111–125. doi: 10.1037/0022-0663.95.1.111.CrossRefGoogle Scholar
  3. Aunola, K., Leskinen, E., Onatsu-Arvilommi, T., & Nurmi, J.-E. (2002). Three methods for studying developmental change: A case of reading skills and self-concept. British Journal of Educational Psychology, 72(3), 343–364.CrossRefGoogle Scholar
  4. Bámaca, M. Y., & Umana-Taylor, A. J. (2006). Testing a model of resistance to peer pressure among Mexican-origin adolescents. Journal of Youth and Adolescence, 35(4), 631–645. doi: 10.1007/s10964-006-9055-4.CrossRefGoogle Scholar
  5. Bandura, A. (1977). Social learning theory. Englewood Cliffs: Prentice Hall.Google Scholar
  6. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs: Prentice-Hall.Google Scholar
  7. Berndt, T. J., & Keefe, K. (1995). Friends’ influence on adolescents’ adjustment to school. Child Development, 66(5), 1312–1329. doi: 10.1111/j.1467-8624.1995.tb00937.x.CrossRefGoogle Scholar
  8. Blanton, H., Buunk, B. P., Gibbons, F. X., & Kuyper, H. (1999). When better-than-others compare upward: Choice of comparison and comparative evaluation as independent predictors of academic performance. Journal of Personality and Social Psychology, 76(3), 420–430.CrossRefGoogle Scholar
  9. Brechwald, W. A., & Prinstein, M. J. (2011). Beyond homophily: A decade of advances in understanding peer influence processes. Journal of Research on Adolescence, 21(1), 166–179. doi: 10.1111/j.1532-7795.2010.00721.x.CrossRefGoogle Scholar
  10. Brown, A. L., & Palincsar, A. S. (1989). Guided cooperative learning and individual knowledge acquisition. In L. B. Resnick (Ed.), Knowing, learning and instruction (pp. 393–451). Hillsdale: Erlbaum.Google Scholar
  11. Brunner, M., Keller, U., Dierendonck, C., Reichert, M., Ugen, S., Fischbach, A., et al. (2010). The structure of academic self-concepts revisited: the nested Marsh/Shavelson Model. Journal of Educational Psychology, 102(4), 964–981. doi: 10.1037/a0019644.CrossRefGoogle Scholar
  12. Brunner, M., Keller, U., Hornung, C., Reichert, M., & Martin, R. (2009). The cross-cultural generalizability of a new structural model of academic self-concepts. Learning and Individual Differences, 19(4), 387–403. doi: 10.1016/j.lindif.2008.11.008.CrossRefGoogle Scholar
  13. Bukowski, W. M., Cillessen, A. H. N., & Velasquez, A. M. (2012). The use of peer ratings in developmental research. In B. Laursen, T. Little, & N. Card (Eds.), Handbook of developmental research methods (pp. 211–228). New York: Guilford.Google Scholar
  14. Burk, W. J., Kerr, M., & Stattin, H. (2008). The co-evolution of early adolescent friendship networks, school involvement, and delinquent behaviors. Revue Française de Sociologie, 49(3), 499–522.CrossRefGoogle Scholar
  15. Byrne, D. E. (1971). The attraction paradigm. New York: Academic Press.Google Scholar
  16. Catts, H. W., Fey, M. E., Zhang, X., & Tomblin, J. B. (1999). Language basis of reading and reading disabilities: Evidence from a longitudinal investigation. Scientific Studies of Reading, 3(4), 331–361. doi: 10.1207/s1532799xssr0304_2.CrossRefGoogle Scholar
  17. Cheng, W. Y., Lam, S. F., & Chan, C. Y. (2008). When high achievers and low achievers work in the same group: The roles of group heterogeneity and processes in project-based learning. British Journal of Educational Psychology, 78, 205–221. doi: 10.1348/000709907X218160.CrossRefGoogle Scholar
  18. Cillessen, A. H. N. (2009). Sociometric methods. In K. H. Rubin, W. M. Bukowski, & B. Laursen (Eds.), Handbook of peer interactions, relationships, and groups (pp. 82–99). New York: Guilford.Google Scholar
  19. Coie, J. D., Dodge, K. A., & Coppotelli, H. (1982). Dimensions and types of social status: A cross-age perspective. Developmental Psychology, 18(4), 557–570. doi: 10.1037/0012-1649.18.4.557.CrossRefGoogle Scholar
  20. Cook, D., Deng, Y., & Morgano, E. (2007). Friendship influences during early adolescence: The special role of friends’ grade point average. Journal of Research on Adolescence, 17(2), 325–356. doi: 10.1111/j.1532-7795.2007.00525.x.CrossRefGoogle Scholar
  21. Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33(6), 934–945. doi: 10.1037/0012-1649.33.6.934.CrossRefGoogle Scholar
  22. Davis-Kean, P. E., & Sandler, H. M. (2001). A meta-analysis of measures of self-esteem for young children: A framework for future measures. Child Development, 72(3), 887–906. doi: 10.1111/1467-8624.00322.CrossRefGoogle Scholar
  23. de Jong, P. F., & van der Leij, A. (2002). Effects of phonological abilities and linguistic comprehension on the development of reading. Scientific Studies of Reading, 6(1), 51–77. doi: 10.1207/S1532799XSSR0601_03.CrossRefGoogle Scholar
  24. DeKlepper, M., Sleebos, E., van de Bunt, G., & Agneessens, F. (2010). Similarity in friendship networks: Selection or influence? The effect of constraining contexts and non-visible individual attributes. Social Networks, 32(1), 82–90. doi: 10.1016/j.socnet.2009.06.003.CrossRefGoogle Scholar
  25. DeLay, D., Hanish, L. D., Martin, C. L., & Fabes, R. A. (2016). Peer effects on Head Start children’s preschool competency. Developmental Psychology, 52(1), 58–70. doi: 10.1037/dev0000066.CrossRefGoogle Scholar
  26. DeLay, D., Hartl, A. C., Laursen, B., Denner, J., Werner, L., Campe, S., et al. (2014). Learning from friends: Measuring influence in a dyadic computer instructional setting. International Journal of Research and Method in Education, 37(2), 190–205. doi: 10.1080/1743727X.2013.784961.CrossRefGoogle Scholar
  27. DeLay, D., Laursen, B., Kiuru, N., Poikkeus, A.-M., & Nurmi, J.-E. (2015). Stable same-sex friendships with higher achieving partners promote mathematical reasoning in lower achieving primary school children. British Journal of Developmental Psychology, 33(4), 519–532. doi: 10.1111/bjdp.12117.CrossRefGoogle Scholar
  28. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., et al. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). San Francisco: Freeman.Google Scholar
  29. Eklund, K., Torppa, M., Aro, M., Leppänen, P. H., & Lyytinen, H. (2015). Literacy skill development of children with familial risk for dyslexia through grades 2, 3, and 8. Journal of Educational Psychology, 107(1), 126–140. doi: 10.1037/a0037121.CrossRefGoogle Scholar
  30. Epstein, J. L. (1983). The influence of friends on achievement and affective outcomes. In J. L. Epstein & N. Karweit (Eds.), Friends in school: Patterns of selection and influence in secondary schools (pp. 177–200). New York: Academic Press.CrossRefGoogle Scholar
  31. Estell, D. B., Jones, M. H., Pearl, R., & Van Acker, R. (2009). Best friendships of students with and without learning disabilities across late elementary school. Exceptional Children, 76(1), 110–124.CrossRefGoogle Scholar
  32. Ferrer, E., Shaywitz, B. A., Holahan, J. M., Marchione, K., & Shaywitz, S. E. (2010). Uncoupling of reading and IQ over time: Empirical evidence for a definition of dyslexia. Psychological Science, 21(1), 93–101. doi: 10.1177/0956797609354084.CrossRefGoogle Scholar
  33. Flashman, J. (2012). Academic achievement and its impact on friend dynamics. Sociology of Education, 85(1), 61–80. doi: 10.1177/0038040711417014.CrossRefGoogle Scholar
  34. Fleming, J. E., Cook, T. D., & Stone, C. A. (2002). Interactive influences of perceived social contexts on the reading achieve-ment of urban middle schoolers with learning disabilities. Learning Disabilities Research & Practice, 17(1), 47–64. doi: 10.1111/1540-5826.00031.CrossRefGoogle Scholar
  35. Frank, K. A., Mueller, C., Schiller, K. S., Riegle-Crumb, C., & Strassmann Mueller, A. (2008). The social dynamics of mathematics course taking in high school. American Journal of Sociology, 113(6), 1645–1696. doi: 10.1086/587153.CrossRefGoogle Scholar
  36. Gadeyne, E., Ghesquiere, P., & Onghena, P. (2004). Psychosocial functioning of young children with learning problems. Journal of Child Psychology and Psychiatry, 45(3), 510–521. doi: 10.1111/j.1469-7610.2004.00241.x.CrossRefGoogle Scholar
  37. Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. RASE. Remedial & Special Education, 7(1), 6–10.CrossRefGoogle Scholar
  38. Gremmen, M. C., Dijkstra, J. K., Steglich, C. E. G., & Veenstra, R. (2017). First selection, then influence: Developmental differences in friendship dynamics regarding academic achievement. Developmental Psychology. Google Scholar
  39. Hannon, B., & Daneman, M. (2001). A new tool for measuring and understanding individual differences in the component processes of reading comprehension. British Journal of Educational Psychology, 93(1), 103–128. doi: 10.1037/0022-0663.93.1.103.CrossRefGoogle Scholar
  40. Hogan, D. M., & Tudge, J. (1999). Implications of Vygotsky’s theory for peer learning. In A. M. O’Donnell & A. King (Eds.), Cognitive perspectives on peer learning (pp. 39–65). Mahwah: Lawrence Erlbaum Associates Inc.Google Scholar
  41. Huisman, M., & Steglich, C. (2008). Treatment of non-response in longitudinal network studies. Social Networks, 30(4), 297–308. doi: 10.1016/j.socnet.2008.04.004.CrossRefGoogle Scholar
  42. Huitsing, G., Snijders, T. A. B., Van Duijn, M. A. J., & Veenstra, R. (2014). Victims, bullies, and their defenders: A longitudinal study of the co-evolution of positive and negative networks. Development and Psychopathology, 26(3), 645–659. doi: 10.1017/S0954579414000297.CrossRefGoogle Scholar
  43. Johnston, P., Woodside-Jiron, H., & Day, J. (2001). Teaching and learning literate epistemologies. Journal of Educational Psychology, 93(1), 223–233. doi: 10.1037/0022-0663.93.1.223.CrossRefGoogle Scholar
  44. Junttila, N., Voeten, M., Kaukiainen, A., & Vauras, M. (2006). Multisource assessment of children´s social competence. Educational and Psychological Measurement, 66(5), 874–895. doi: 10.1177/0013164405285546.CrossRefGoogle Scholar
  45. Kandel, D. B. (1978). Homophily, selection, and socialization in adolescent friendships. American Journal of Sociology, 84(2), 427–436.CrossRefGoogle Scholar
  46. Kempe, C., Gustafson, S., & Samuelsson, S. (2011). A longitudinal study of early reading difficulties and subsequent problem behaviors: Early reading difficulties. Scandinavian Journal of Psychology, 52(3), 242–250. doi: 10.1111/j.1467-9450.2011.00870.x.CrossRefGoogle Scholar
  47. Kendeou, P., Papadopoulos, T. C., & Kotzapoulou, M. (2013). Evidence for the early emergence of the simple view of reading in a transparent orthography. Reading and Writing: An Interdisciplinary Journal, 26(2), 189–204. doi: 10.1007/s11145-012-9361-z.CrossRefGoogle Scholar
  48. Kendeou, P., Savage, R., & van den Broek, P. (2009). Revisiting the simple view of reading. British Journal of Educational Psychology, 79(2), 353–370. doi: 10.1348/978185408X369020.CrossRefGoogle Scholar
  49. Kerr, M., Van Zalk, M., & Stattin, H. (2012). Psychopathic traits moderate peer influence on adolescent delinquency. Journal of Child Psychology and Psychiatry, 53(8), 826–835. doi: 10.1111/j.1469-7610.2011.02492.x.CrossRefGoogle Scholar
  50. Kindermann, T. A. (2007). Effects of naturally existing peer groups on changes in academic engagement in a cohort of sixth graders. Child Development, 78(4), 1186–1203. doi: 10.1111/j.1467-8624.2007.01060.x.CrossRefGoogle Scholar
  51. Kiuru, N., Haverinen, K., Salmela-Aro, K., Nurmi, J.-E., Savolainen, H., & Holopainen, L. (2011). Students with reading and spelling disabilities: Peer groups and educational attainment in secondary education. Journal of Learning Disabilities, 44(6), 556–569. doi: 10.1177/0022219410392043.CrossRefGoogle Scholar
  52. Kiuru, N., Lerkkanen, M.-K., Niemi, P., Poskiparta, E., Ahonen, T., Poikkeus, A.-M., et al. (2013). The role of reading disability risk and environmental protective factors in children’s reading fluency in grade 4. Reading Research Quarterly, 48(4), 349–368. doi: 10.1002/rrq.53.CrossRefGoogle Scholar
  53. Kuhn, M. R., Schwanenflugel, P. J., & Meisinger, E. B. (2010). Aligning theory and assessment of reading fluency: Automaticity, prosody, and definitions of fluency. Reading Research Quarterly, 45(2), 230–251. doi: 10.1598/RRQ.45.2.4.CrossRefGoogle Scholar
  54. Laursen, B. (2017). Peer influence. In W. M. Bukowski, B. Laursen, & K. H. Rubin (Eds.), Handbook of peer interactions, relationships, and groups (2nd ed.). New York: GuilfordGoogle Scholar
  55. Laursen, B., Hafen, C. A., Kerr, M., & Stattin, H. (2012). Friend influence over adolescent problem behaviors as a function of relative peer acceptance: To be liked is to be emulated. Journal of Abnormal Psychology, 121(1), 88–94. doi: 10.1037/a0024707.CrossRefGoogle Scholar
  56. Lazarsfeld, P. F., & Merton, R. K. (1954). Friendship as social process: A substantive and methodological analysis. In M. Berger, T. Abel, & C. H. Page (Eds.), Freedom and control in modern society (pp. 18–66). New York: Van Nostrand.Google Scholar
  57. Leone, C. M., & Richards, M. H. (1989). Classwork and homework in early adolescence: The ecology of achievement. Journal of Youth and Adolescence, 18(6), 531–548. doi: 10.1007/BF02139072.CrossRefGoogle Scholar
  58. Leppänen, U., Niemi, P., Aunola, K., & Nurmi, J. (2004). Development of reading skills among preschool and primary school pupils. Reading Research Quarterly, 39(1), 72–93. doi: 10.1598/RRQ.39.1.5.CrossRefGoogle Scholar
  59. Lerkkanen, M.-K. (2007). The beginning phases of reading literacy instruction in Finland. In P. Linnakylä & I. Arffman (Eds.), Finnish reading literacy. When quality and equity meet (pp. 155–174). Jyväskylä: University of Jyväskylä, Institute for Educational Research.Google Scholar
  60. Lerkkanen, M.-K., Kiuru, N., Pakarinen, E., Poikkeus, A.-M., Rasku-Puttonen, H., Siekkinen, M., et al. (2016). Child-centered versus teacher-directed teaching practices: Associations with the development of academic skills in the first grade at school. Early Childhood Research Quarterly, 36(3), 145–156. doi: 10.1016/j.ecresq.2015.12.023.CrossRefGoogle Scholar
  61. Lerkkanen, M.-K., Rasku-Puttonen, H., Aunola, K., & Nurmi, J.-E. (2004). Reading performance and its developmental trajectories during the first and the second grade. Learning and Instruction, 14(2), 111–130. doi: 10.1016/j.learninstruc.2004.01.006.CrossRefGoogle Scholar
  62. Lindeman, J. (1998). ALLU—Ala-asteen lukutesti [ALLU—Reading test for primary school]. Turku: University of Turku, Finland: The Center for Learning Research.Google Scholar
  63. Logan, S., & Johnson, R. (2009). Gender differences in reading ability and attitudes: Examining where those differences lie. Journal of Research in Reading, 32(2), 199–214. doi: 10.1111/j.1467-9817.2008.01389.x.CrossRefGoogle Scholar
  64. Lomi, A., Snijders, T. A. B., Steglich, C. E. G., & Torlo, V. J. (2011). Why are some more peer than others? Evidence from a longitudinal study of social networks and individual academic performance. Social Science Research, 40(6), 1506–1520. doi: 10.1016/j.ssresearch.2011.06.010.CrossRefGoogle Scholar
  65. Lyon, G. R. (2002). Reading development, reading difficulties, and reading instruction: Educational and public health issues. Journal of School Psychology, 40(1), 3–6. doi: 10.1016/S0022-4405(01)00091-7.CrossRefGoogle Scholar
  66. Marion, D., Laursen, B., Kiuru, N., Nurmi, J.-E., & Salmela-Aro, K. (2014). Maternal affection moderates friend influence on schoolwork engagement. Developmental Psychology, 50(3), 766–771. doi: 10.1037/a0034295.CrossRefGoogle Scholar
  67. Marsh, H. W., & Craven, R. G. (2006). Reciprocal effects of self-concept and performance from a multidimensional perspective. Beyond seductive pleasure and unidimensional perpectives. Perspectives on Psychological Science, 1(2), 133–163.CrossRefGoogle Scholar
  68. Mashburn, A. J., Justice, L. M., Downer, J. T., & Pianta, R. C. (2009). Peer effects on children’s language achievement during pre- kindergarten. Child Development, 80(3), 686–702. doi: 10.1111/j.1467-8624.2009.01291.x.CrossRefGoogle Scholar
  69. McClelland, M. M., & Morrison, F. J. (2003). The emergence of learning-related social skills in preschool children. Early Childhood Research Quarterly, 18(2), 206–224. doi: 10.1016/S0885-2006(03)00026-7.CrossRefGoogle Scholar
  70. McPherson, M., Smith-Lovin, L., & Cook, J. M. (2001). Birds of a feather: Homophily in social networks. Annual Review of Sociology, 27, 415–444. doi: 10.1146/annurev.soc.27.1.415.CrossRefGoogle Scholar
  71. Meisinger, E. B., Schwanenflugel, P. J., Bradley, B. A., & Stahl, S. A. (2004). Interaction quality during partner reading. Journal of Literacy Research, 36(2), 111–140.CrossRefGoogle Scholar
  72. Newcomb, A. F., & Bukowski, W. M. (1983). Social impact and social preference as determinants of children’s peer group status. Developmental Psychology, 19(6), 856–867. doi: 10.1037/0012-1649.19.6.856.CrossRefGoogle Scholar
  73. Nicholls, J. G. (1978). The development of the concepts of effort and ability, perception of academic attainment, and the understanding that difficult tasks require more ability. Child Development, 49(3), 800–814.CrossRefGoogle Scholar
  74. Nurmi, J.-E. (2004). Socialization and self-development: Channeling, selection, adjustment, and reflection. In R. M. Lerner & L. D. Steinberg (Eds.), Handbook of adolescent psychology (2nd ed., pp. 85–124). Hoboken: Wiley.Google Scholar
  75. Nurmi, J.-E., & Aunola, K. (2005). Task-motivation during the first school years: A person-oriented approach to longitudinal data. Learning and Instruction, 15(2), 103–122. doi: 10.1016/j.learninstruc.2005.04.009.CrossRefGoogle Scholar
  76. Parhiala, P., Torppa, M., Eklund, K., Aro, T., Poikkeus, A.-M., Heikkilä, R., et al. (2015). Psychosocial functioning of children with and without dyslexia: A follow-up study from ages four to nine. Dyslexia, 21(3), 197–211. doi: 10.1002/dys.1486.CrossRefGoogle Scholar
  77. Perfetti, C. A. (1985). Reading ability. New York: Oxford University Press.Google Scholar
  78. Poikkeus, A.-M. (2008). Kaverisuhteet luokassa [Peer relationships in the classroom] [Unpublished test material]. Jyvaskyla: University of Jyvaskyla, Finland.Google Scholar
  79. Rambaran, J. A., Hopmeyer, A., Schwartz, D., Steglich, C., Badaly, D., & Veenstra, R. (2017). Academic functioning and peer influences: A short-term longitudinal study of network-behavior dynamics in middle adolescence. Child Development. doi: 10.1111/cdev.12611.Google Scholar
  80. Reschly, A. L. (2010). Reading and school completion: Critical connections and Matthew effects. Reading & Writing Quarterly, 26(1), 67–90. doi: 10.1080/10573560903397023.CrossRefGoogle Scholar
  81. Ripley, R. M., Snijders, T. A. B., Boda, Z., Vörös, A., & Preciado, P. (2016). Manual for RSIENA. Oxford: University of Oxford, Department of Statistics; Nuffield College. http://www.stats.ox.ac.uk/siena/.
  82. Rivers, S. E., Brackett, M. A., Reyes, M. R., Elbertson, N. A., & Salovey, P. (2013). Improving the social and emotional climate of classrooms: A clustered randomized controlled trial testing the RULER Approach. Prevention Science, 14(1), 77–87. doi: 10.1007/s11121-012-0305-2.CrossRefGoogle Scholar
  83. Robinson, J. P., & Lubienski, S. T. (2011). The development of gender achievement gaps in mathematics and reading during elementary and middle school: Examining direct cognitive assessments and teacher ratings. American Educational Research Journal, 48(2), 268–302. doi: 10.3102/0002831210372249.CrossRefGoogle Scholar
  84. Ruble, D. N., Alvarez, J., Bachman, M., Cameron, J., Fuligni, A., & Garcia Coll, C. (2004). The development of a sense of “we”: The emergence and implications of children’s collective identity. In M. Bennett & F. Sani (Eds.), The development of the social self (pp. 29–76). New York: Psychology Press.Google Scholar
  85. Ryan, A. M. (2001). The peer group as a context for the development of young adolescent motivation and achievement. Child Development, 72(4), 1135–1150. doi: 10.1111/1467-8624.00338.CrossRefGoogle Scholar
  86. Savolainen, H., Ahonen, T., Aro, M., Tolvanen, A., & Holopainen, L. (2008). Reading comprehension, word reading and spelling as predictors of school achievement and choice of secondary education. Learning and Instruction, 18(2), 201–210. doi: 10.1016/j.learninstruc.2007.09.017.CrossRefGoogle Scholar
  87. Schunk, D. H. (1987). Peer models and children’s behavioral change. Review of Educational Research, 57(2), 149–174.CrossRefGoogle Scholar
  88. Sentse, M., Kiuru, N., Veenstra, R., & Salmivalli, C. (2014). A social network approach to the interplay between adolescents’ bullying and likeability over time. Journal of Youth and Adolescence, 43(9), 1409–1420. doi: 10.1007/s10964-014-0129-4.CrossRefGoogle Scholar
  89. Seymour, P. H. K., Aro, M., & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94(2), 143–174. doi: 10.1348/000712603321661859.CrossRefGoogle Scholar
  90. Snijders, T. A. B. (2016). The multiple flavours of multilevel issues for networks. In E. Lazega & T. A. B. Snijders (Eds.), Multilevel network analysis for the social sciences (pp. 15–46). Cham: Springer.CrossRefGoogle Scholar
  91. Snijders, T. A. B., & Baerveldt, C. (2003). A multi-level study of the effects of delinquent behavior on friendship evolution. Journal of Mathematical Sociology, 27(2–3), 123–151. doi: 10.1080/00222500390213119.CrossRefGoogle Scholar
  92. Snijders, T. A. B., Steglich, C. E. G., & Van de Bunt, G. G. (2010). Introduction to stochastic actor-based models for network dynamics. Social Networks, 32(1), 44–60. doi: 10.1016/j.socnet.2009.02.004.CrossRefGoogle Scholar
  93. Snow, C. E. (2002). Reading for understanding: Toward a research and development program in reading comprehension. Santa Monica, CA: RAND.Google Scholar
  94. Steglich, C., Snijders, T. A. B., & Pearson, M. (2010). Dynamic networks and behavior: Separating selection from influence. Sociological Methodology, 40(1), 329–393. doi: 10.1111/j.1467-9531.2010.01225.x.CrossRefGoogle Scholar
  95. Suls, J., & Wheeler, L. (2000). Handbook of social comparison: Theory and research. New York: Plenum.CrossRefGoogle Scholar
  96. Tilton-Weaver, L. C., Burk, W. J., Kerr, M., & Stattin, H. (2013). Can parental monitoring and peer management reduce the selection or influence of delinquent peers? Testing the question using a dynamic social network approach. Developmental Psychology, 49(11), 2057–2070. doi: 10.1037/a0031854.CrossRefGoogle Scholar
  97. Topping, K. J. (2005). Trends in peer learning. Educational Psychology, 25(6), 631–645. doi: 10.1080/01443410500345172.CrossRefGoogle Scholar
  98. Torppa, M., Georgiou, G. K., Lerkkanen, M.-K., Niemi, P., Poikkeus, A.-M., & Nurmi, J.-E. (2016). Examining the simple view of reading in a transparent orthography: A longitudinal study from Kindergarten to Grade 3. Merrill-Palmer Quarterly, 62(2), 179–206.CrossRefGoogle Scholar
  99. Valentine, J. C., DuBois, D. L., & Cooper, H. (2004). The relation between self-beliefs and academic achievement: A meta-analytic review. Educational Psychologist, 39(2), 111–133. doi: 10.1207/s15326985ep3902_3.CrossRefGoogle Scholar
  100. van Duijn, M., Zeggelink, E. P. H., Huisman, M., Stokman, F. N., & Wasseur, F. W. (2003). Evolution of sociology freshman into a friendship network. Journal of Mathematical Sociology, 27(2–3), 153–191. doi: 10.1080/00222500305889.CrossRefGoogle Scholar
  101. Veenstra, R., & Dijkstra, J. K. (2011). Transformations in adolescent peer networks. In B. Laursen & W. A. Collins (Eds.), Relationship pathways: From adolescence to young adulthood (pp. 135–154). New York: Sage.Google Scholar
  102. Veenstra, R., Dijkstra, J. K., Steglich, C., & Van Zalk, M. H. W. (2013). Network-behavior dynamics. Journal of Research on Adolescence, 23(3), 399–412. doi: 10.1111/jora.12070.CrossRefGoogle Scholar
  103. Viljaranta, J., Kiuru, N., Lerkkanen, M.-K., Silinskas, G., Poikkeus, A.-M., & Nurmi, J.-E. (2016). Patterns of reading-related skills, interest, and self-concept of ability. Educational Psychology. doi: 10.1080/01443410.2016.1165798.Google Scholar
  104. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.Google Scholar
  105. Wentzel, K. R., & Looney, L. (2007). Socialization in school settings. In J. E. Grusec & P. D. Hastings (Eds.), Handbook of socialization: Theory and research (pp. 382–403). New York: Guildford Press.Google Scholar
  106. Wiener, J., & Schneider, B. H. (2002). A multisource exploration of the friendship patterns of children with and without learning disabilities. Journal of Abnormal Child Psychology, 30(2), 127–141. doi: 10.1023/A:1014701215315.CrossRefGoogle Scholar
  107. Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81. doi: 10.1006/ceps.1999.1015.CrossRefGoogle Scholar
  108. Wigfield, A., & Eccles, J. S. (2002). Students’ motivation during the middle school years. In J. Aronson (Ed.), Improving academic achievement: Impact of psychological factors on education (pp. 159–184). Amsterdam: Academic Press.CrossRefGoogle Scholar
  109. Williams, M. (1989). Vygotsky’s social theory of mind. Harvard Educational Review, 59(1), 108–126. doi: 10.17763/haer.59.1.t7002347m87106l8.CrossRefGoogle Scholar
  110. Woodcock, R. W., & Johnson, M. B. (1977). Woodcock-Johnson psycho-educational battery. Itasca, IL: Riverside.Google Scholar
  111. Zajac, R., & Hartup, W. W. (1997). Friends as coworkers: Research review and classroom implications. Elementary School Journal, 98(1), 3–13.CrossRefGoogle Scholar
  112. Zander, L., & Hannover, B. (2014). The self in educational contexts: How social networks shape self-related cognitions—And vice versa. Zeitschrift für Erziehungswissenschaft, 17(suppl 5), 225–240. doi: 10.1007/s11618-014-0559-5.CrossRefGoogle Scholar
  113. Zeleke, S. (2004). Self-concepts of students with learning disabilities and their normally achieving peers: A review. European Journal of Special Needs Education, 19(2), 145–170. doi: 10.1080/08856250410001678469.CrossRefGoogle Scholar
  114. Zimmer, R. W., & Toma, E. F. (2000). Peer effects and educational vouchers: evidence across countries. Journal of Policy Analysis and Management, 19(1), 75–79.CrossRefGoogle Scholar
  115. Zimmerman, M. A., Copeland, L. A., Shope, J. T., & Dielman, T. E. (1997). A longitudinal study of self-esteem: Implications for adolescent development. Journal of Youth and Adolescence, 26(2), 117–141. doi: 10.1023/A:1024596313925.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2017

Authors and Affiliations

  1. 1.Department of PsychologyUniversity of JyvaskylaJyväskyläFinland
  2. 2.The Sanford SchoolArizona State UniversityTempeUSA
  3. 3.Florida Atlantic UniversityBoca RatonUSA
  4. 4.Behavioral Science InstituteRadboud University NijmegenNijmegenThe Netherlands
  5. 5.Department of Teacher EducationUniversity of JyväskyläJyväskyläFinland

Personalised recommendations

Cite article

Buy options