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Relative performance evaluation (RPE) awards have become an important component of executive compensation. We examine whether RPE awards, particularly the peer group, are structured in a manner consistent with economic theory. For RPE awards using a custom peer group, we find that the custom group is significantly more effective than four plausible alternative peer groups at filtering out common shocks, lowering the cost of compensation, and increasing managerial incentives. For RPE awards using a market index, we find some evidence that firms could have selected a custom set of peers with better filtering properties at a lower cost with similar incentives. For example, firms could have saved around $118,000 in present value terms, on average, for an RPE award had they chosen a custom group comprising their product market peers instead of a market index.

How do peer groups influence academic self-concept formation? We evaluate developmental issues in the big-fish-little-pond effect (BFLPE; negative effects of class-average achievement on math self-concept [MSC]) and its generalizability to peer-group-average achievement (1,017 primary-school students tested in Years 4 and 6, 46 classes, 130 peer groups). The effects of peer-group-average and class-average achievement on MSC were both negative when we considered these two contextual effects separately. However, the effect of peer-group-average became nonsignificant in models with both contextual effects; the negative effect of class-average achievement was relatively unaffected. Results for peer-group-average achievement contradict predictions based on local dominance theory (that the BFLPE should be more negative for peer-group-average achievement than the more local frame of reference, a contrast effect) and social comparison choice studies (that peer-group-average achievement effects should be positive, an assimilation effect). Unsurprisingly, we found BFLPEs based on class-average achievement and gender differences favoring boys in both Years 4 and 6. However, consistent with theories of the cognitive development of social comparison and gender socialization/intensification processes, we also found negative effects of class-average and gender differences favoring boys on change in MSC (MSC in Year 6 controlling for MSC in Year 4) over this critical late-childhood period. Our results support the robustness of the BFLPE based on class-average achievement and developmental processes underpinning it, but do not support the posited effects of peer-group-average achievement. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

In dem vorliegenden Beitrag fokussieren die Autoren die Wahrnehmung der schulischen Implementation digitaler Technologien, ihre unterrichtliche Anwendung und damit verbundene Fragen des Wandels unter besonderer Berücksichtigung der Schüler*innenperspektive. Sie argumentieren, dass auch digitale Medien Gegenstand generationsspezifischer Deutungen sind; peerspezifisch resultiert daraus eine Differenz von schulischen und außerschulischen medialen Erfahrungsräumen, die auf jeweilige implizite Wissensbestände verweisen. Schüler*innenseitige Aneignungsprozesse des Wandels durch die Nutzung digitaler Medien im Unterricht sind demnach davon geprägt, welche grundlegenden Haltungen gegenüber dem Schulischen, nicht dem Medialen, bestehen. Die Verfasser wollen dies zeigen, indem sie folgend den Fragen nachgehen, wie jugendliche Schüler*innen die Integration digitaler Technologien in den Unterricht erfahren und deuten, wie in den kollektiven Orientierungen ein Wandel von Unterricht (überhaupt) sichtbar wird und in welchem Verhältnis unterrichtliche und außerschulische Erfahrungsräume der Mediennutzung zueinanderstehen. Um die Orientierungen der Schüler*innen und ihre Perspektiven zur Integration digitaler Medien in den Unterricht zu rekonstruieren, stützen sie sich auf Gruppendiskussionen von Schüler*innen des 8. Jahrgangs einer Integrierten Gesamtschule, die sie mithilfe der dokumentarischen Methode analysieren. Nach einer Darstellung von Untersuchungen zum schüler*innenseitigen Medienhandeln werden die Autoren auf der Grundlage der Analyse der impliziten Wissensbestände zum digitalisierten Unterricht eine Typologie zu medienbezogenen Orientierungen und bisherige Ergebnisse ausdifferenzieren. (DIPF/Orig.)

Peer victimisation during school years has been found to significantly shape the way students perceive themselves and how they enter into relationships with peers, thus impacting students’ current and long-term wellbeing. However, victimisation has seldom been examined in university students. The present study aimed to investigate students’ current level of self-reported peer victimisation and perceived peer support and their retrospectively reported victimisation as predictors of their social self-concept and loneliness in their first year of university. First-year university students (N = 200; 26% male) participated in the study. The results indicated that retrospectively reported victimisation experiences during their years of schooling explained additional variance in social self-concept and loneliness beyond their concurrent peer experiences. These findings indicate that experiencing victimisation during school years could have consequences for students’ wellbeing that are not limited to the period of primary and secondary schooling, but can persist after their transition to university. Practical implications for the promotion of mental health in the higher education context are discussed.

Recent research has increasingly been studying the long-lasting effects of secondary education structures and processes on higher education (HE) outcomes. While the influence of socioeconomic composition on higher education enrolment is established, the underlying mechanisms remain unclear. We posit that the composition effect partially runs through the educational expectations of the students’ peers at school. By considering shared post-secondary expectations among students within a school – or, peer expectation culture – we transcend the dominant individual approach to expectations. Additionally, we go beyond the supposed positive (i.e. normative) effects of peers on HE enrolment, by considering the negative effects of having ambitious peers on HE enrolment resulting from comparative group processes. Logistic multilevel analyses of longitudinal data (2013–2019) from 1250 students across 30 Flemish high schools showed that socioeconomic status (SES) composition effects on HE outcomes were mediated by expectation culture. Students attending schools with high expectation cultures were more likely to attend HE in general, and to attend university over other HE institutes compared to students in schools with low expectation cultures. The results suggest normative effects of peers on both outcomes, while comparative processes were only found for the choice of institution. This study underscores the long-term consequences of both individual and school-level expectations in secondary education and calls for including comparative reference group effects in studies on educational decision-making.

Adolescent educational expectations predict educational attainment, which leads to labour-market success. Given peers’ similarity in educational expectations, it is methodologically challenging to differentiate whether adolescents select friends who are similar in their educational aspirations or whether adolescents influence each other’s educational expectations. To overcome this methodological challenge, the analysis utilizes stochastic actor-based modelling. This study uses survey data from the U.S. National Longitudinal Study of Adolescent Health (Add Health). The results show that selection effects may be more prominent than influence effects in the relationship between educational expectation and adolescent friendships. Educational interventions to promote friendship formation with peers with higher educational aspirations may not result in greater educational expectations. Family bonding is associated with greater educational aspirations. Greater support of the families through work–life balance public policies and tangible strategies for improving family bonding opportunities in schools and in local communities may be needed to increase educational aspirations among adolescents.

Ob lebensweltbezogene Aufgaben routiniert abgearbeitet werden oder den Risiken der Entgrenzung erliegen, entscheidet sich auch über Praktiken der Wissensorganisation im Unterrichtsgespräch. In zwei kontrastierenden ethnografischen Protokollen aus einem laufenden Projekt wird die Konstruktion von Wissen in der Besprechung von Aufgaben mit Lebensweltbezug untersucht. Es wird rekonstruiert, dass der wechselseitige Bezug auf private Details und deren Kommentierung von Lehrpersonen und Peergroup nicht nur fachlich relevantes Wissen erzeugen und dabei die Leistung der einzelnen Schüler*innen markieren, sondern über die privaten Details auch der soziale Status und Gruppenzugehörigkeiten der Schüler*innen innerhalb der Klasse festgeschrieben werden. Diese unterschiedlichen Praktiken werden unter der Bezugnahme auf eine Theoretisierung von Unterricht als öffentliches Geschehen und dem daraus für die Schüler*innen entstehenden Erfordernis der Distanzierung herausgearbeitet. (DIPF/Orig.), Whether private life related tasks are routinely processed or whether they succumb to the risks of blurred boundaries, is also decided by practices of knowledge organisation in the classroom discussion. In the present article two contrasting ethnographic protocols from an ongoing project are examined on the construction of knowledge in the discussion of tasks relating to private life. It is analysed that the reciprocal reference and the commentary of private details by teachers and peergroup not only generate subject-relevant knowledge and thereby mark the performance of the individual pupils, but that through the private details the social status and group affiliations of the pupils within the class are also established. These different practices are identified with reference to the theorisation of school lessons as a public event and the resulting need for pupils to distance themselves from it. (DIPF/Orig.)

Given the high numbers of refugees from Syria entering Germany in the recent years, the social integration of refugee youth has become an increasingly important issue in Germany. Thus, the current study examines adolescents’ decisions and reasoning around the inclusion of Syrian peers in Germany. Using a hypothetical scenario, we assessed adolescents’ (N = 100, M = 13.65 years, SD = 1.93, 51 females, 49 males) peer inclusion decisions and reasoning with attention to comparing inclusion of a Syrian refugee peer and a German peer. Given the importance of group norms for adolescents, we assessed not only adolescents’ own inclusion decisions, but also what they would expect their peer group to decide and what they think their peer group should do. Moreover, adolescents’ underlying reasoning was assessed. The analyses revealed that adolescents thought they would be more inclusive of a Syrian peer than a German peer and that their peer group should be more inclusive of a Syrian peer than a German peer. These tendencies toward including refugees were justified with references to morality as well as social-conventions. In contrast to their own decisions and to what they think their peer group should, participants expected their group would be more inclusive toward a German peer than a Syrian peer. This was mainly justified by referencing aspects of group functioning and psychological information about the peers, whereas moral and prosocial reasoning was very rarely used for the expected group decision. In sum, these findings document that adolescents in Germany wish to be inclusive regarding refugee peers and that they balance attention to morality and other domains of social reasoning when thinking about inclusion decisions while they expect that their peers will not consider morally relevant information when making these decisions. These findings have important practical implications as they indicate the importance of interventions that focus on promoting inclusive peer group norms.

La déviance, plus souvent étudiée dans le cas des classes populaires, traverse pourtant les frontières sociales. En suivant deux pratiques transgressives banales, le graffiti et la consommation de cannabis, cet article vise à interroger la place qu’occupent les désordres juvéniles dans les classes moyennes et supérieures, lorsqu’ils ne perturbent qu’à la marge le cours des scolarités. Ce qu’on se propose d’appeler des « petits écarts » ne remet qu’exceptionnellement en cause le fonctionnement normal de l’institution ou les trajectoires scolaires des lycéens. Ils trouvent leur importance dans les relations entre pairs. Les pratiques transgressives participent à la formation des hiérarchies juvéniles et les hiérarchies juvéniles intègrent et normalisent les pratiques transgressives. Leur valeur reste cependant conditionnée à un certain sens de la mesure. Les pairs contribuent à ce que les petits écarts cèdent le pas lorsque les enjeux scolaires se resserrent. À l’approche du baccalauréat, la sociabilité remet en jeu des dispositions inégales à la réussite scolaire qui avaient été un moment occultées. Les élèves rentrent alors « dans le rang » – du moins ceux qui le peuvent. Although the study of deviance has often focused on the lower classes, deviance is a phenomenon which transcends class boundaries. This article will focus on two common transgressive practices amongst middle and upper class youths, graffiti and cannabis consumption, in order to assess the role of deviance in cases where it only marginally affects school life. These minor transgressions never put into question the fundamental order of the school environment, nor do they threaten a student’s path to graduation. However, the importance of these minor transgressions lies in how they affect the relationships between students. Transgressive behaviours help to shape peer hierarchies, in return peer hierarchies normalise and integrate transgressive behaviours. Middle-class high school students only value transgressive practices when they are undertaken within limits. There is a time to transgress and there is a time to conform. As graduation approaches however, the importance of academic ability reasserts itself, setting apart those who are capable of engaging in transgressive practices whilst maintaining a high level of academic performance and those who are not.

We propose an asset pricing factor model constructed with semiparametric characteristics-based mispricing and factor loading functions. We approximate the unknown functions by B-splines sieve where the number of B-splines coefficients is diverging. We estimate this model and test the existence of the mispricing function by a power enhanced hypothesis test. The enhanced test solves the low power problem caused by diverging B-splines coefficients, with the strengthened power approaching one asymptotically. We also investigate the structure of mispricing components through Hierarchical K-means Clusterings. We apply our methodology to CRSP (Center for Research in Security Prices) and Compustat data for the US stock market with one-year rolling windows during 1967-2017. This empirical study shows the presence of mispricing functions in certain time blocks. We also find that distinct clusters of the same characteristics lead to similar arbitrage returns, forming a ���peer group��� of arbitrage characteristics.

Die Intention des vorliegenden Bandes ist es, ein Blitzlicht auf das stetig wachsende Forschungsfeld zu werfen und einen Überblick über aktuelle Forschungstendenzen zu gewinnen. Das Konzept der Lernbegleitung wird in diesem Sinne bewusst in mehrfacher Hinsicht weit gefasst. [...] Während sich einige Beiträge verstärkt auf die Reflexion von Unterricht als das Kerngeschäft des Lehrerinnen- und Lehrerberufs konzentrieren, fokussieren andere auch professionsübergreifende Aspekte wie z.B. das allgemeine Wohlbefinden oder Fragen der beruflichen und persönlichen Selbstfindung. (DIPF/Orig.)

Understanding how students interact and learn within the lecture theatre environment is central to successful learning outcomes. Previous studies into the use of the lecture theatre teaching space have found that students sit in specific locations due to a range of factors; these include being noticed, addressing anxiety or an ability to focus. This study further explores the personal and social factors at play within students’ lecture theatre seating choice and the resulting effects on attainment. Student responses on seating preferences detailing why they chose a given location were mapped at a seat‐specific level and correlated against attainment. In parallel, staff perceptions of student attainment in relation to their seating choice were obtained. No direct correlation between student location and attainment was found, contrary to staff perceptions. Interestingly, it was found that students physically locate into friendship groups clusters and that these clusters obtained similar levels of attainment in problem‐solving tasks, with pockets of both high‐ and low‐performing students being observed. It was also noted that isolated students performed less well. These data would indicate that peer group formation exerts a strong impact on attainment and engagement. Outcomes from this study will enable academic staff to better understand the student body and inform the way in which teaching sessions are performed within a lecture theatre.

The importance of peer relationships among teenagers makes them form peer groups. Peer groups are children or adolescents with the same age or maturity level. Peer interactions of the same age play a unique role among adolescents. The purpose of this study is to see the effect of peer groups on the self-esteem of Lampung and Java students. The research method used ex-post facto research with 40 research students of Grade XI SMK Negeri Talangpadang Lampung Lesson Year 2016/2017 consisting of 20 students of Lampung tribe and 20 students of Java tribe. The instrument used is a questionnaire of peer groups and self-esteem questionnaires. Data analysis technique used is a parametric statistic with regression analysis. The results showed that there is a significant influence among peer groups on student self-esteem. Peer groups contributed 34.9% of students' self-esteem, while the remaining 65.1% were influenced by other factors.

Background Web-based social support can address social isolation and unmet support needs among young adults with cancer (aged 18-39 years). Given that 94% of young adults own and use smartphones, social media can offer personalized, accessible social support among peers with cancer. Objective This study aims to examine the specific benefits, downsides, and topics of social support via social media among young adults with cancer. Methods We conducted semistructured interviews with young adults with cancer, aged between 18 and 39 years, who were receiving treatment or had completed treatment for cancer. Results Most participants (N=45) used general audience platforms (eg, Facebook groups), and some cancer-specific social media (eg, Caring Bridge), to discuss relevant lived experiences for medical information (managing side effects and treatment uncertainty) and navigating life with cancer (parenting and financial issues). Participants valued socializing with other young adults with cancer, making connections outside their personal networks, and being able to validate their emotional and mental health experiences without time and physical constraints. However, using social media for peer support can be an emotional burden, especially when others post disheartening or harassing content, and can heighten privacy concerns, especially when navigating cancer-related stigma. Conclusions Social media allows young adults to connect with peers to share and feel validated about their treatment and life concerns. However, barriers exist for receiving support from social media; these could be reduced through content moderation and developing more customizable, potentially cancer-specific social media apps and platforms to enhance one’s ability to find peers and manage groups.

Este artículo analiza la red de popularidad entre los compa ̃neros de clase y la conexión que este fenómenoestablece con diferentes tipos de relaciones (positivas, neutras y negativas) que se producen dentrodel aula. Empleamos el Análisis de Redes Sociales (ARS) para identificar contextos de interacción en elaula. Evaluamos diferentes tipos de relaciones en 20 clases pertenecientes a dos centros de educaciónsecundaria localizados en el área suburbana de la Ciudad de México. Participaron en total 660 estudiantes(67% mujeres, 33% varones), que proporcionaron los datos de la investigación. Calculamos los indicadoresde cohesión para las redes positivas, neutras, negativas y de popularidad. Los análisis de clúster muestrandos perfiles basados en las propiedades estructurales de las redes que denominamos “simétrico neutro”y “asimétrico positivo”. El primero presenta una distribución equilibrada entre sexos, baja homofilia ypredominancia de relaciones neutras y positivas y el segundo muestra una distribución asimétrica dealumnos en función del sexo, elevada heterofilia y alta cohesión en relaciones positivas. Los análisis deregresión muestran que el número de alumnos por clase se relaciona de forma negativa con la densidad de la red positiva y de forma positiva con la densidad de la red negativa. La comparación simultáneade múltiples redes muestra que la popularidad se asocia con estar inmerso en relaciones positivas. Porel contrario los datos indican cierta incompatibilidad entre el hecho de ser popular y estar inmerso enrelaciones negativas. Se discuten los hallazgos para mejorar la convivencia escolar y las políticas públicasen materia educativa. This paper analyzes in depth the network of popularity among classmates and the connectionsthat this phenomenon maintains with different kinds of relationships (i.e., positive, neutral, and negative) that take place within the classroom. We use Social Network Analysis (SNA) to iden-tify interaction contexts in the classroom. Different kinds of relationships in 20 classrooms fromtwo secondary schools located in the suburban area of Mexico City were assessed. The researchdata was provided by 660 students (67% girls; 33% boys). Cohesion measures were calculatedfor positive, neutral, negative, and popularity networks. Cluster analysis shows two profiles basedon structural properties of the networks that we have called “Neutral Symmetric” and “Positive Asymmetric”. The first one presents low homophily relative to sex, predominance of positiveand neutral relationships, and a significant level of negative links. The second profile presents a heterogeneous distribution according to sex, high homophily and high rates of cohesion in positive relationships. Regression analysis shows that the number of students per class is negatively elated to the positive network density, and positively related to the negative network density. The simultaneous comparison of multiple networks shows that popularity is associated with being immersed inpositive relationships. By contrast, the data suggest certain incompatibility between being popular andbeing immersed in negative relationships. The findings are discussed in order to improve school life and public policies in education. Secretaría de Educación Pública del Gobierno de México Proyecto 13412093

Im Methodenatelier präsentieren die Verfasser unter Bezugnahme auf das Bamberger Peer-Beratungstraining Dimensionen eines niederschwelligen Peer Counseling-Ansatzes, der sowohl Studierende des Lehramts als auch Studierende der Psychologie im Kontext einer lösungsorientierten Kurzberatung involviert. Erste Evaluationsergebnisse zum Bamberger Projekt, das die Potenziale eines gemeinsamen Lernens auf Augenhöhe nutzt, werden vorgestellt. (DIPF/Orig.)

Die Verfasserinnen präsentieren in ihrem Beitrag ausgewählte Ergebnisse einer empirischen Untersuchung zu verschiedenen Reflexionssettings von Lehramtsstudierenden im Quartalspraktikum an der PH Zürich. Die Studie verweist auf verschiedene Faktoren, welche die Nützlichkeit der Peer-Reflexionsgespräche maßgeblich beeinflussen und liefert interessante Impulse für das Geben eines kritisch-konstruktiven Peer-to-Peer-Feedbacks. (DIPF/Orig.)

Die Autorinnen gehen in ihrem Forschungsbeitrag der zentralen Fragestellung nach, ob die Einstellung von Lehramtsstudierenden zur Kooperation im Teampraktika unterschiedlich ausfallen, je nachdem wie die Art und Weise der Zuteilung der Praktikumspartner*innen erfolgt – selbst gewählt oder zugeteilt. Die vorgelegten Ergebnisse werden hinsichtlich der Gelingensbedingungen bzw. hinderlicher Faktoren für die Kooperation im Praktikum auf der individuellen sowie interpersonellen Ebene diskutiert. (DIPF/Orig.)

BACKGROUND: The mental health of the mothers of the children with cancer is strongly influenced by the child's illness and treatment process. This study aimed to investigate the effect of a self-help educational program with peer group on anxiety of the mothers of the children with cancer. MATERIALS AND METHODS: This clinical trial study was conducted on 44 mothers of the children with cancer in an educational Hospital of Isfahan University of Medical Sciences, Iran. Convenience sampling method was performed on the eligible mothers, and using random allocation, they were divided into two groups of the intervention (n = 22) and the control (n = 22). Both groups completed the Hamilton Anxiety Questionnaire before and after the intervention. The intervention of the study was a self-help educational program with peer group that was performed in collaboration with the mothers of the children with cancer, a psychiatrist, and cancer nurses in the hospital within 3 months. RESULTS: The results showed that 55% of the mothers of the intervention group had severe and very severe anxiety before the intervention, but the intensity of their anxiety was reported to be moderate after the intervention. The analysis of covariance with adjusted anxiety score in the two groups showed that the mean score of anxiety in the intervention group decreased from 22.3 to 12.3 after the intervention, showing a significant difference (P < 0.05). CONCLUSION: The program, designed to support the mothers and guide the specialists and psychiatrists to counsel the mothers, can enhance their self-help and reduce their anxiety level.

Zusammenfassung Der folgende Beitrag stellt das Konzept und die Ziele der fachspezifischen Lernbegleitung im Lernzentrum Ernahrung, Konsum und Gesundheit (LEKG) vor, das im Rahmen des Programms „Heterogenitat als Chance“ an der Universitat Paderborn eingerichtet worden ist, zeigt Herausforderungen und Grenzen aus der Praxis auf und diskutiert weitere Perspektiven fur das Studienfach Hauswirtschaft im Institut fur Ernahrung, Konsum und Gesundheit. Schlusselworter: Lernbegleitung, Peer-Learning, Tutorenausbildung ----- Bibliographie: Hellweg, Joanna: Fachspezifische Lernbegleitung durch Peer-Learning im Lernzentrum Ernahrung, Konsum und Gesundheit der Universitat Paderborn, HiBiFo, 4/2015, S. 63-77. http://dx.doi.org/10.3224/hibifo.v4i4.21294

Versió post-print de l'autor En este artículo se describe el Composite Social Cognitive Maps (SCM), un método para identificar grupos de personas en contextos naturales. Se presenta el método, fundamentos, procedimiento de entrevista, utilización del software SCM 4.0 y análisis de la información que éste proporciona. Este software, a pesar de contar con una amplia tradición, es bastante desconocido en contextos de habla española. El método se puede aplicar en diversos ámbitos, pero en el presente trabajo se particulariza al contexto escolar, al aula y a los grupos de alumnos que hay en el aula. EL SCM proporciona información sobre: a) la identidad de los individuos que forman parte de un grupo de iguales y las personas con las que cada individuo está más estrecha- mente relacionado, b) el número de grupos y la centralidad de cada grupo dentro de la red social (aula) y c) la centralidad de cada individuo dentro del aula. Por último se comentan los resultados obtenidos en estudios que han utilizado este método y se proporciona información sobre su validez, fiabilidad y generalización. This article describes the composite Social-Cognitive Map (SCM), a user-friendly method to identify groups of persons in natural settings. The method is introduced, with its foundations, the interview procedure, the use of SCM software 4.0, and the analysis of the information it yields. Despite having a large tradition, this software is quite unknown in Spanish speaking contexts. The method can be applied in various fields, but in this study we focus on the school context, the classroom and the student groups in the classroom. The SCM provides information on: a) the identity of individuals who are members of a peer group and the people with whom each individual is more closely affiliated; b) the number of peer groups and the centrality of each group within the social network (class); and c) the centrality of each individual in the classroom. Finally, the results obtained in studies which applied this method are commented, and information about its validity, reliability and generalization is provided.

This study aimed to analyze the correlation between college students characteristic, family characteristic, perception, knowledge, families behavior, peer groups behavior, and college student behavior in reading online newspaper. This study involved 100 college students that were choosed by convenience method. Data was collected by self report. The results showed that college students had knowledge and perception of online newspaper in moderate category. Students knowledge correlated significantly with father occupation, while perception correlated significantly with gender and father occupation. Meanwhile, family and peer groups behavior in reading online newspaper in low category. Family behavior in reading online newspaper correlated significantly with money pocket, income, and mother occupation. Students behavior in reading online newspaper was measured by duration and frequency. Students reading online newspaper less than one hour with frequency at unpredictable time. Based on duration, students behavior correlated significantly with perception, while based on frequency, students behavior correlated significantly with family size and family income.

Introduction Decades of research have demonstrated the importance of social influence in initiation and maintenance of drug use, but little is known about neural mechanisms underlying social influence in young adults who use recreational drugs. Methods To better understand whether the neural and/or behavioral response to social influence differs in young adults using illicit drugs, 20 marijuana-using young adults (MJ) aged 18–25, and 20 controls (CON) performed a decision-making task in the context of social influence, while they underwent functional magnetic resonance imaging scans. A priori analyses focused on the nucleus accumbens (NAc), with post hoc analyses in the rest of the striatum. In this task, participants could choose to either follow or go against group influence. Results When subjects applied social information to response choice selection (independent of following or going against group influence), we observed activation in the middle striatum (caudate), in the MJ group only, that extended ventrally into the NAc. MJ users but not CON showed greater activation in the NAc but not the caudate while making choices congruent with group influence as opposed to choices going against group influence. Activation in the NAc when following social influence was associated with amount of drug use reported. In contrast, during the feedback phase of the task we observed significant NAc activation in both MJ and CON, along with dorsal caudate activation only in MJ participants. This NAc activation did not correlate with drug use. Conclusions This study shows that MJ users, but not CON, show differential brain activation across striatal subregions when applying social information to make a decision, following versus going against a group of peers, or receiving positive feedback. The current work suggests that differential neural sensitivity to social influence in regions such as the striatum may contribute to the development and/or maintenance of marijuana use.

Este artículo analiza la red de popularidad entre los compa ̃neros de clase y la conexión que este fenómenoestablece con diferentes tipos de relaciones (positivas, neutras y negativas) que se producen dentrodel aula. Empleamos el Análisis de Redes Sociales (ARS) para identificar contextos de interacción en elaula. Evaluamos diferentes tipos de relaciones en 20 clases pertenecientes a dos centros de educaciónsecundaria localizados en el área suburbana de la Ciudad de México. Participaron en total 660 estudiantes(67% mujeres, 33% varones), que proporcionaron los datos de la investigación. Calculamos los indicadoresde cohesión para las redes positivas, neutras, negativas y de popularidad. Los análisis de clúster muestrandos perfiles basados en las propiedades estructurales de las redes que denominamos “simétrico neutro”y “asimétrico positivo”. El primero presenta una distribución equilibrada entre sexos, baja homofilia ypredominancia de relaciones neutras y positivas y el segundo muestra una distribución asimétrica dealumnos en función del sexo, elevada heterofilia y alta cohesión en relaciones positivas. Los análisis deregresión muestran que el número de alumnos por clase se relaciona de forma negativa con la densidad de la red positiva y de forma positiva con la densidad de la red negativa. La comparación simultáneade múltiples redes muestra que la popularidad se asocia con estar inmerso en relaciones positivas. Porel contrario los datos indican cierta incompatibilidad entre el hecho de ser popular y estar inmerso enrelaciones negativas. Se discuten los hallazgos para mejorar la convivencia escolar y las políticas públicasen materia educativa. This paper analyzes in depth the network of popularity among classmates and the connectionsthat this phenomenon maintains with different kinds of relationships (i.e., positive, neutral, and negative) that take place within the classroom. We use Social Network Analysis (SNA) to iden-tify interaction contexts in the classroom. Different kinds of relationships in 20 classrooms fromtwo secondary schools located in the suburban area of Mexico City were assessed. The researchdata was provided by 660 students (67% girls; 33% boys). Cohesion measures were calculatedfor positive, neutral, negative, and popularity networks. Cluster analysis shows two profiles basedon structural properties of the networks that we have called “Neutral Symmetric” and “Positive Asymmetric”. The first one presents low homophily relative to sex, predominance of positiveand neutral relationships, and a significant level of negative links. The second profile presents a heterogeneous distribution according to sex, high homophily and high rates of cohesion in positive relationships. Regression analysis shows that the number of students per class is negatively elated to the positive network density, and positively related to the negative network density. The simultaneous comparison of multiple networks shows that popularity is associated with being immersed inpositive relationships. By contrast, the data suggest certain incompatibility between being popular andbeing immersed in negative relationships. The findings are discussed in order to improve school life and public policies in education. Secretaría de Educación Pública del Gobierno de México Proyecto 13412093

We analyze the evolution of cultural traits when parents purposefully invest resources in order to socialize their children to the cultural traits that maximize child lifetime utility. We assume that children are not passive in their adoption of traits from peers. Instead they are guided by an evaluation of the merit of traits. We show that such evaluation is likely to render this process of "oblique transmission" biased. We then show that when transmission of traits from society is biased or frequency dependent, cultural diversity is sustainable even when all parents strive to transmit the same trait. We also show that demand for cultural pluralism on the part of parent does not guarantee cultural diversity.

Background Sierra Leone has among the poorest maternal and child health indicators in the world and investments in public health have been predominately to increase demand for services, with fewer initiatives targeting supply side factors that influence health workers’ work environment. This paper uses data from the Quality Circles project in a rural district of Sierra Leone to achieve three objectives. First, we examine the effect of the intervention on organizational skills and relationships among coworkers as well as between health workers and traditional birth attendants. Second, we examine whether changes in organizational skills are associated with changes in relationships among and between formal and informal health providers and between health providers and clients. Third, we aim to further understand these changes through the perspectives of health workers and traditional birth attendants. Methods The Quality Circles project was implemented in Kailahun District in the Eastern province of Sierra Leone from August 2011 to June 2013, with adjacent Tonkolili District serving as the control site. Using a mixed-methods approach, the evaluation included a quantitative survey, in-depth interviews and focus group discussions with health workers and traditional birth attendants. Mean values of the variables of interest were compared across sub-populations, and correlation analyses were performed between changes in organizational skills and changes in relationships. Results The results demonstrate that the Quality Circles intervention had positive effects on organizational skills and relationships. Furthermore, improvements in all organizational skill variables – problem-solving, strategizing and negotiation skills – were strongly associated with a change in the overall relationship variable. Conclusions The Quality Circles approach has the potential to support health workers to improve their organizational skills and relationships, which in turn can contribute to improving the interpersonal dimensions of the quality of care in low-resource contexts. This method brings together peers in a structured process for constructive group work and individual skill development, which are important in low-resource contexts where active participation and resourcefulness of health workers can also contribute to better health service delivery.

We study subjects who were asked to fill letters into envelopes with a remuneration independent of output. In the 'pair' treatment, two subjects worked at the same time in the same room, and peer effects were possible. In the 'single' treatment, subjects worked alone, and peer effects were ruled out. We find evidence of peer effects in the pair treatment because the standard deviations of output are smaller within pairs than between pairs. Moreover, average output is higher in the pair treatment: thus, peer effects raise productivity. Finally, low-productivity workers are the most sensitive to the behavior of peers.

Das Lernen von Kindern ist auch immer ein sozial eingebundener Prozess. Nach Piaget ist der Erwerb von Kenntnissen und Wissen ko-konstruktiv. Tiefgehendes Denken und gründliches Verstehen basieren auf Dialog und Interaktion. So betonen dann auch neuere schulpädagogische Ansätze der Lernforschung die Relevanz nicht-kognitiver Faktoren, sozio-moralischer Kompetenzen sowie lernfördernder Charaktereigenschaften und deren Kultivierung in supportiven Sozialbeziehungen. Dieser Zusammenhang soll in dem vorliegenden Beitrag aufgegriffen werden. Zuerst werden fünf Dimensionen dargestellt, die den Zusammenhang von sozialer Interaktion und Lernkompetenz thematisieren: Lernen als Ko-Konstruktion, Resilienzforschung, Peer-Group-Forschung, kognitive Aktivierung im Unterricht und Engagement und Charakter. Daraus ergeben sich als Folgerung auf Verstehen ausgerichtete Unterrichtsinteraktionen, eine Kultur der Exzellenz im Unterricht und die Ausgestaltung der Schulklasse als „caring community“. Auf diese Weise ergibt sich ein Kontext, der sowohl hochwertiges Lernen als auch soziale Kompetenz in ihren Interdependenzen fördert.

Current research shows that firms are more likely to benchmark against peers that pay their Chief Executive Officers (CEOs) higher compensation, reflecting self serving behavior. We propose an alternative explanation: the choice of highly paid peers represents a reward for unobserved CEO talent. We test this hypothesis by decomposing the effect of peer selection into talent and self serving components. Consistent with our prediction, we find that the association between a firm's selection of highly paid peers and CEO pay mostly represents compensation for CEO talent.

This paper focuses on mechanisms of “peer interactions” among native and non-native students. We present a theoretical framework based on Lazear (2001) education production model and on the “sub-cultural” sociological theory and we test the theoretical predictions exploiting a dataset of Italian junior high school. Results show that non-native school share has small and negative impacts on Language test scores of natives’ peers, while it does not significantly affect Math test scores. The negative effects to natives’ attainment are concentrated in schools characterized by low levels of non-natives’ isolation or where non-natives’ school share is above 10%.

This study examined the shy behaviour of shy children in their familiar peer groups, and variation in shy behaviour as a function of peer group supportiveness. Participants were 390 children (172 boys, 218 girls) in the fourth through eighth grade (Mage = 11.06, SD = 1.38). Children’s shyness was measured with peer nominations, and peer groups were identified by the Social Cognitive Map procedure. Observations of peer groups during a 10-minute free-play session were coded for solitary and self-expressive behaviour, and peer group supportiveness and unsupportiveness. Hierarchal linear models indicated that shyness predicted greater solitary behaviour and less self-expressive behaviour. The link between shyness and solitary (but not self-expressive) behaviour was stronger in unsupportive peer groups. These findings suggest that shy children may be especially sensitive to negative contextual influences. Further research is needed to identify behavioural and group characteristics that ease shy children into normative levels of social interaction with peers, and affective and social processes that impede their successful social integration.

Contains fulltext : 90814.pdf (Publisher’s version ) (Closed access) To examine the association of adolescents' snack and soft drink consumption with friendship group snack and soft drink consumption, availability of snacks and soft drinks at school, and personal characteristics, snack and soft drink consumption was assessed in 749 adolescents (398 girls, 351 boys, age 12.4-17.6 years), and their friends, and snack and soft drink availability at schools was measured. In regression analysis, consumption by friends, snack and soft drink availability within school, and personal characteristics (age, gender, education level, body mass index) were examined as determinants of snack and drink consumption. Snack and soft drink consumption was higher in boys, soft drink consumption was higher in lower educated adolescents, and snack consumption was higher in adolescents with a lower body weight. Peer group snack and soft drink consumption were associated with individual intake, particularly when availability in the canteen and vending machines was high. The association between individual and peer snack consumption was strong in boys, adolescents with a lower education level, and adolescents with lower body weights. Our study shows that individual snack and soft drink consumption is associated with specific combinations of consumption by peers, availability at school, and personal characteristics. 7 p.

Zeitschrift für Pädagogik 51 (2005) 1, S. 81-100, Der Beitrag thematisiert den Einfluss des gesellschaftlichen Wertewandels auf die Entwicklung Jugendlicher. Ausgangspunkt ist eine kritische Analyse vorliegender erziehungswissenschaftlicher Ansätze zum Zusammenhang zwischen gesellschaftlichem Wandel und Variablen aufseiten der Jugendlichen. Der eigene Ansatz stützt sich auf Befunde aus der Werteforschung, der Jugendforschung und der Schulforschung. Er zeichnet ein Bild von Jugend, die adaptiv auf eine Gesellschaft reagiert, in der Jugendliche in einer verlängerten Phase leben, die neben Forderungen und Angeboten im Leistungsbereich auch solche bereitstellt, die erhöhtes Wohlbefinden ermöglichen. Zum einen werden Zwischenprozesse auf der Ebene der institutionellen Kontexte, in denen Jugendliche leben, spezifiziert. Zum anderen werden beim Individuum Verarbeitungsprozesse angenommen, welche die Auswirkung von Werten auf das Verhalten und Erleben Jugendlicher vermitteln. Die Erweiterung der Wertstruktur stellt Jugendliche vor die Aufgabe, Strategien für eine Wertesynthese zu entwickeln. (DIPF/Orig.), The article deals with the influence of the societal change of values on the development of adolescents. Starting point is a critical analysis of existing pedagogical approaches to the connection between social change and variables on the side of the adolescents. The authors´ approach is based on findings from research on values, adolescence, and the school. It sketches a picture of adolescents who adapt to a society in which they live through a prolonged phase providing not only demands and offers in the achievement sector, but also contexts allowing for an increased feeling of well-being. On the one hand, intermediate processes on the level of institutional contexts, in which adolescents live, are specified. On the other hand, individual cognitive processes are posited, which mediate the influence of values on the behavior and the experiences of adolescents. The expansion of the value structure confronts adolescents with the task of developing strategies for a value synthesis. (DIPF/Orig.)

A class of cooperative games arising from economic and operations research situations in which agents with potential individual possibilities are connected via a hierarchy within an organization is introduced. It is shown that the games in this class form a cone which lies in the intersection of convex games and monotonic veto-rich games with the leader of the organization as veto-player. Different economic situations like auctions, communication situations, sequencing situations and flow situations are related to peer group games. For peer group games classical solution concepts have nice computational properties.

The formation of peer groups with social norms for private contributions to a public good is analyzed in an n-player two stage game. First people choose a peer group, then they choose whether to contribute. The first choice is made through a learning process represented by evolutionary dynamics, while the second choice is made by utility maximization. The game has two types of stable states: One in which very few people belong to peer groups with social norms for private contributions, and one in which a large portion of people belong to such peer groups. ln the former state nobody contributes, while in the latter everybody contributes. Direct governmental contributions to the public good can move the society to a stable state in which nobody contributes, where as governmental subsidization can move the society to a stable state in which everybody contributes. Indeed, the crowding in caused by subsidization can prevail after policy reversal.

Eine der größten Herausforderungen in inklusiven Schulklassen ist die oftmals schlechtere soziale Partizipation von Schüler*innen mit einer Behinderung im Vergleich zu ihren Peers ohne Behinderung. Bei der sozialen Partizipation spielen nicht nur individuelle, sondern auch kontextuelle Faktoren wie Klassennormen und das Klassenklima eine Rolle. Die vorliegende Studie untersucht Zusammenhänge des peerbezogenen Klassenklimas in 54 Grundschulklassen mit 1099 Schüler*innen auf verschiedene Aspekte der sozialen Partizipation der Risikogruppe von Schüler*innen mit einer kognitiven oder sozial-emotionalen Beeinträchtigung mittels latenter Mehrebenenanalysen. Erwartungsgemäß zeigt sich, dass diese Schüler*innen in einem soziometrischen Peer-Rating-Verfahren weniger Interaktions- und mehr Ablehnungsratings erhalten, und dass sie sich sozial schlechter integriert fühlen als ihre Mitschüler*innen. Analog zu früheren Befunden erweist sich das peerbezogene Klassenklima als wichtiger Faktor, indem Schüler*innen in Klassen mit einem guten Klima insgesamt weniger Ablehnung erfahren und sich sozial besser integriert fühlen. Ein gutes Klima geht zudem mit einer Ausnivellierung der Unterschiede in der Ablehnung zwischen Schüler*innen mit einer kognitiven oder sozial-emotionalen Beeinträchtigung und ihren Mitschüler*innen einher. Für die Interaktionen hingegen wurden keine solche Zusammenhänge gefunden. Lehrpersonen sollten sich daher neben dem Fokus auf ein gutes Klassenklima auch darum bemühen, Schüler*innen mit einer Behinderung aktiv in die Klassengemeinschaft einzubinden. (DIPF/Orig.) One of the biggest challenges in inclusive classrooms is the often poor social participation of students with disabilities compared to their peers without disabilities. In addition to individual factors, contextual factors such as class norms and classroom climate play an important role in this regard. The present study investigates relationships of peer-related class climate in 54 elementary school classrooms with 1099 students on different aspects of social participation of the at-risk group of students with a cognitive or social-emotional disability using latent multilevel analyses. As expected, these students receive fewer interaction and more rejection ratings in a sociometric peer rating procedure, and they feel less socially integrated than their peers. Analogous to previous findings, peer-related class climate proves to be an important factor, in that a good climate is generally associated with less rejection and higher perceived social integration of students. A good climate is also associated with a reduction in the differences in rejection between students with a cognitive or social-emotional impairment and their peers. However, for interactions, no such relationships were found. Teachers should therefore not only focus on classroom climate, but also strive to actively integrate students with disabilities into the classroom community. (DIPF/Orig.)

A prevailing trend in the European university system at present is to confer an active role to the student. The new teaching and learning strategies give a preeminent position to the assessment process, which has moved from the traditional summative system to a formative and collaborative one. In this article we analyze a peer assessment experience in the Statistics Grade jointly taught at the Universitat de Barcelona and the Universitat Politècnica de Catalunya. The experience is carried out through the so-called double correction strategy, which is divided into two stages. In the first one students evaluate their peers through teacher-elaborated rubrics, identifying potential weaknesses in the learning process and giving feedback in order to improve the students work before being graded by the teacher. This seems to lead to an improvement in the academic achievement as well as on generic competences.

We analyze the intergenerational transmission of education focusing on the interplay between family and neighborhood effects. We develop a theoretical model suggesting that both neighborhood quality and parental effort are of importance for the education attained by children. This model proposes a mechanism explaining why and how they are of importance, distinguishing between high- and low-educated parents. We then bring this model to the data using a longitudinal data set in Britain. The available information on social housing in big cities allows us to identify the role of neighbourhood in educational outcomes. We find that the better is the quality of the neighborhood, the higher is the parents’ involvement in their children’s education. A novel finding with respect to previous US studies is that family is of importance for children with highlyeducated parents while it is the community that is crucial for the educational achievement of children from low-educated families.

Im Kernartikel skizziert ein Bamberger Autor*innenteam die Vielfalt von Peer-Learning-Formaten in der Lehrer*innenbildung. Die Autoren diskutieren Facetten des kooperativen Ansatzes, sie dokumentieren den Stand der aktuellen Forschung zum Thema und sie diskutieren die Reichweite von Peer-Learning-Formaten in der Lehrer*innenbildung. Im Beitrag verweisen sie zudem auf erste Befunde aus dem innovativen Bamberger Peer-Beratungstraining. (DIPF/Orig.)