Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573001
Title: Peer relations and school adjustment : a longitudinal study of Iranian adolescents' adaptation after transfer to a new school
Author: Sadeghi, Mohsen Mir Mohammad
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 2012
Availability of Full Text:
Access from EThOS:
Full text unavailable from EThOS. Restricted access.
Access from Institution:
Abstract:
This thesis is based on a longitudinal study of the Iranian pre-adolescents entering junior high school in Iran. It looks at the effect of peer relationships on school adjustment using a non-experimental design. The importance of adjustment to school and its consequences to a child's development has been documented in previous research. Moreover, it can be argued that school adjustment becomes even more essential after transfer to a new school. One of the major contributors to school adjustment is the child's relationship with peers. Studies on peer relationships consider three major aspects for that; friendship, sociometric status and relationships in cliques. However, such aspects have seldom been studied simultaneously. Additionally, a considerable body of literature exists concerning social networks that can be successfully utilised to examine children's relationships in the school. Social networks provide a good opportunity to develop an understanding of children's relationships. This study endeavours to determine associations between the aspects of a child's relationships and adjustment to school using some terminology and methods from the social networks literature. This study draws upon data on 389 participants from first year of junior high schools in Iran. The data was collected at the beginning of the 2008-09 school year and again at the conclusion of the school year. The longitudinal design of the study facilitated the comparison between the two timeframes and the opportunity to measure the effects of the three relationship types on different aspects of school adjustment. Results depict meaningful associations between the two domains of this study (i.e. peer relations and school adjustment) and emphasize the role that children's peer relations can have on their adaption. The study also reveals the importance of including different types of peer relations collectively in the research. Implications for practice and direction for future research are suggested based on the findings.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.573001  DOI: Not available
Share: