Pathways of Peer Influence on Academic Achievement
| Autoři | |
|---|---|
| Rok publikování | 2025 |
| Druh | Konferenční abstrakty |
| Fakulta / Pracoviště MU | |
| Citace | |
| Popis | Selection and influence processes play a key role in shaping how students group based on achievement. Previous research has documented both mechanisms at play in academic achievement, but most studies rely on self-reported grades rather than valid measures of cognitive ability. We argue that cognitive ability itself is not directly contagious among students. Instead, we hypothesize that the observed achievement clustering is driven by learning-related behaviors, such as classroom participation. To test this, we analyze a nationally representative sample of more than 2,000 Czech 6th graders and track their academic and behavioral changes over the course of a year. We use item response theory (IRT)-based cognitive scores in mathematics and Czech language at two time points, along with measures of classroom participation. We apply stochastic actor-oriented models (SAOMs) to examine both selection and influence processes in student networks. Preliminary results from multi-group SAOMs indicate that students exhibit selection and influence based on IRT-based achievement. However, when classroom participation is included in the model, it emerges as the primary factor driving selection and influence, while direct achievement-based effects diminish. These findings suggest that behavioral engagement in learning rather than cognitive ability determines academic clustering among peers. At the conference, we will extend our analysis using a random-effects SienaBayes model to further disentangle these dynamics and provide deeper insights into the social processes underlying academic success. |
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