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Peerbeziehungen im Klassenzimmer

Peer relations in the classroom

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Zusammenfassung

Peerbeziehungen im Klassenzimmer sind seit langem Gegenstand wissenschaftlicher Untersuchungen. Es liegen umfangreiche Nachweise dafür vor, dass sie Lernen sowohl günstig als auch ungünstig beeinflussen können. In diesem Beitrag systematisieren wir diese Einflüsse, indem wir (1) eine Differenzierung zwischen affektiven und kognitiv-instrumentellen Peerbeziehungen vornehmen. Weiterhin stellen wir zentrale Mechanismen dar, (2) über die sich diese Einflüsse entfalten und (3) die die Selbstselektion von Schülerinnen und Schülern in (mal-)adaptive Peerbeziehungen erklären können. Schließlich arbeiten wir (4) die besondere Rolle von Lehrenden als Gestaltende von Peerbeziehungen heraus und leiten (5) Maßnahmen ab, über die affektive und kognitiv-instrumentelle Beziehungsstrukturen im Klassenzimmer positiv beeinflusst werden können. Abschließend stellen wir die Bedeutung dar, die die systematische Untersuchung von Peerbeziehungen für die Entwicklung von auf Peerinteraktionen zielende Interventionen im Kontext aktueller Herausforderungen im Bildungssystem (Schereneffekte, Inklusion, soziale Integration geflüchteter Kinder und Jugendlicher) haben kann.

Abstract

Peer relations in the classroom have long been subject to scientific investigation. Extensive evidence confirms their influences, either facilitating or impeding learning. In this contribution, we systematize these influences by (1) differentiating between affective and cognitive-instrumental peer relations. Further, we outline central mechanisms by which (2) these influences unfold and (3) students self-select into (mal-)adaptive peer-relations. Next, we (4) discern the role of teachers as managers of peer-relations and (5) determine arrangements by which affective and cognitive-instrumental relationship structures can be positively influenced. Finally, we infer the meaning of the systematic study of peer-relations for the development of interventions for handling current challenges in the educational system (fan effect, inclusion, social integration of refugee children and adolescents).

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Notes

  1. In einigen Arbeiten wird zudem die Intensität von Beziehungen in einem Ratingverfahren kodiert (vgl. hierzu Cillessen 2011).

  2. Der in der nordamerikanischen Peerforschung gebräuchliche Begriff Crowd beschreibt eine größere Gruppe von Individuen, die nicht zwangsläufig miteinander interagieren, aber bezüglich ihres sozialen Status und der Reputation als ähnlich wahrgenommen werden (vgl. Brown und Klute 2003).

  3. Ebenfalls belegt ist der Zusammenhang zwischen Nähe der Schülerinnen und Schüler zur Lehrperson und deren Sympathie. Bei Lehrpersonen beliebte Kinder sitzen eher vorn im Raum, weniger beliebte Kinder an der Seite; schulisch erfolgreiche und einflussreiche Schülerinnen und Schüler sitzen wiederum eher im hinteren Teil des Raumes (Babad und Ezer 1993).

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  1. Fachbereich Erziehungswissenschaft und Psychologie, Freie Universität Berlin, Habelschwerdter Allee 45, 14195, Berlin, Deutschland

    Lysann Zander,  Madeleine Kreutzmann &  Bettina Hannover

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Zander, L., Kreutzmann, M. & Hannover, B. Peerbeziehungen im Klassenzimmer. Z Erziehungswiss 20, 353–386 (2017). https://doi.org/10.1007/s11618-017-0768-9

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