A1 Journal article (refereed)
A comparison of dyadic and social network assessments of peer influence (2021)
DeLay, D., Laursen, B., Kiuru, N., Rogers, A., Kindermann, T., & Nurmi, J.-E. (2021). A comparison of dyadic and social network assessments of peer influence. International Journal of Behavioral Development, 45(3), 275-288. https://doi.org/10.1177/0165025421992866
JYU authors or editors
Publication details
All authors or editors: DeLay, Dawn; Laursen, Brett; Kiuru, Noona; Rogers, Adam; Kindermann,Thomas; Nurmi, Jari-Erik
Journal or series: International Journal of Behavioral Development
ISSN: 0165-0254
eISSN: 1464-0651
Publication year: 2021
Publication date: 02/03/2021
Volume: 45
Issue number: 3
Pages range: 275-288
Publisher: SAGE Publications
Publication country: United Kingdom
Publication language: English
DOI: https://doi.org/10.1177/0165025421992866
Publication open access: Not open
Publication channel open access:
Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/85089
Abstract
The present study compares two methods for assessing peer influence: the longitudinal actor–partner interdependence model (L-APIM) and the longitudinal social network analysis (L-SNA) Model. The data were drawn from 1,995 (49% girls and 51% boys) third grade students (M age = 9.68 years). From this sample, L-APIM (n = 206 indistinguishable dyads and n = 187 distinguishable dyads) and L-SNA (n = 1,024 total network members) subsamples were created. Students completed peer nominations and objective assessments of mathematical reasoning in the spring of the third and fourth grades. Patterns of statistical significance differed across analyses. Stable distinguishable and indistinguishable L-APIM dyadic analyses identified reciprocated friend influence such that friends with similar levels of mathematical reasoning influenced one another and friends with higher math reasoning influenced friends with lower math reasoning. L-SNA models with an influence parameter (i.e., average reciprocated alter) comparable to that assessed in L-APIM analyses failed to detect influence effects. Influence effects did emerge, however, with the addition of another, different social network influence parameter (i.e., average alter influence effect). The diverging results may be attributed to differences in the sensitivity of the analyses, their ability to account for structural confounds with selection and influence, the samples included in the analyses, and the relative strength of influence in reciprocated best as opposed to other friendships.
Keywords: pupils; lower comprehensive school pupils; peer relationships; peer learning; social interaction; social relations; social networks; mathematical skills
Free keywords: peer influence; dyadic data analysis; social network analysis; longitudinal methods; social context; peer relationships
Contributing organizations
Ministry reporting: Yes
Reporting Year: 2021
JUFO rating: 2