Social Network Implications of Normative School Transitions in Non-Urban School Districts

Autor/inn/en	Temkin, Deborah A.; Gest, Scott D.; Osgood, D. Wayne; Feinberg, Mark; Moody, James
Titel	Social Network Implications of Normative School Transitions in Non-Urban School Districts
Quelle	In: Youth & Society, 50 (2018) 4, S.462-484 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0044-118X
DOI	10.1177/0044118X15607164
Schlagwörter	Student Adjustment; Friendship; Social Networks; Age Differences; School Size; Grade 6; Grade 7; Grade 8; Grade 9; Questionnaires; Quasiexperimental Design; Student Characteristics; Longitudinal Studies; Statistical Analysis + Suchen Sie Ihr Suchwort? Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Freundschaft; Social network; Soziales Netzwerk; Age; Difference; Age difference; Altersunterschied; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Fragebogen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Statistische Analyse
Abstract	This article expands research on normative school transitions (NSTs) from elementary to middle school or middle to high school by examining the extent to which they disrupt structures of friendship networks. Social network analysis is used to quantify aspects of connectedness likely relevant to student experiences of social support. Data were drawn from 25 communities followed from sixth to ninth grades. Variability in timing of NSTs permitted multi-level longitudinal models to disentangle developmental effects from transition effects. Results indicated that friendship networks were most interconnected in smaller schools and among older students. Beyond these effects, transitions from a single feeder school to a single higher level school were not associated with changes in friendship patterns. Transitions from multiple feeder schools to a single higher level school were associated with diminished friendship stability, more loosely connected friendship networks, increased social distance between students, and friendship segregation between students who formerly attended different schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01