Education outside the classroom and pupils’ social relations? A one-year quasi-experiment

Mads Bølling; Gertrud Ursula Pfister; Erik Mygind; Glen Nielsen

doi:10.1016/j.ijer.2019.02.014

Education outside the classroom and pupils’ social relations? A one-year quasi-experiment

Mads Bølling^*, Gertrud Ursula Pfister, Erik Mygind, Glen Nielsen

^*Corresponding author af dette arbejde

4 Citationer (Scopus)

Abstract

This study is the first to investigate education outside the classroom (EOtC) and pupils’ social relations in a large-sample experimental design. Social Cognitive Mapping was used to collect data on informal peer affiliation groups among pupils, aged 9–13 years, at the start and end of the school year. 332 pupils from 16 classes that were regularly exposed to EOtC, were compared with 158 pupils from 8 comparable classes that were not. Regular exposure to EOtC was positively associated to a gain in new peer affiliations, but not to increases in the total number of relations. In conclusion, regular exposure to EOtC is related to minor positive changes in pupils’ informal peer affiliations in their class networks.

Originalsprog	Engelsk
Tidsskrift	International Journal of Educational Research
Vol/bind	94
Sider (fra-til)	29-41
Antal sider	13
ISSN	0883-0355
DOI	https://doi.org/10.1016/j.ijer.2019.02.014
Status	Udgivet - 2019

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10.1016/j.ijer.2019.02.014

Citationsformater

@article{b1b6b02a6a1048d5b9b6a54a48336fc0,

title = "Education outside the classroom and pupils{\textquoteright} social relations? A one-year quasi-experiment",

abstract = "This study is the first to investigate education outside the classroom (EOtC) and pupils{\textquoteright} social relations in a large-sample experimental design. Social Cognitive Mapping was used to collect data on informal peer affiliation groups among pupils, aged 9–13 years, at the start and end of the school year. 332 pupils from 16 classes that were regularly exposed to EOtC, were compared with 158 pupils from 8 comparable classes that were not. Regular exposure to EOtC was positively associated to a gain in new peer affiliations, but not to increases in the total number of relations. In conclusion, regular exposure to EOtC is related to minor positive changes in pupils{\textquoteright} informal peer affiliations in their class networks.",

keywords = "Friendship, Inclusion, Outdoor learning, Social network analysis, Social relations, Udeskole",

author = "Mads B{\o}lling and Pfister, {Gertrud Ursula} and Erik Mygind and Glen Nielsen",

note = "CURIS 2019 NEXS 116",

year = "2019",

doi = "10.1016/j.ijer.2019.02.014",

language = "English",

volume = "94",

pages = "29--41",

journal = "International Journal of Educational Research",

issn = "0883-0355",

publisher = "Elsevier",

}

TY - JOUR

T1 - Education outside the classroom and pupils’ social relations? A one-year quasi-experiment

AU - Bølling, Mads

AU - Pfister, Gertrud Ursula

AU - Mygind, Erik

AU - Nielsen, Glen

N1 - CURIS 2019 NEXS 116

PY - 2019

Y1 - 2019

N2 - This study is the first to investigate education outside the classroom (EOtC) and pupils’ social relations in a large-sample experimental design. Social Cognitive Mapping was used to collect data on informal peer affiliation groups among pupils, aged 9–13 years, at the start and end of the school year. 332 pupils from 16 classes that were regularly exposed to EOtC, were compared with 158 pupils from 8 comparable classes that were not. Regular exposure to EOtC was positively associated to a gain in new peer affiliations, but not to increases in the total number of relations. In conclusion, regular exposure to EOtC is related to minor positive changes in pupils’ informal peer affiliations in their class networks.

AB - This study is the first to investigate education outside the classroom (EOtC) and pupils’ social relations in a large-sample experimental design. Social Cognitive Mapping was used to collect data on informal peer affiliation groups among pupils, aged 9–13 years, at the start and end of the school year. 332 pupils from 16 classes that were regularly exposed to EOtC, were compared with 158 pupils from 8 comparable classes that were not. Regular exposure to EOtC was positively associated to a gain in new peer affiliations, but not to increases in the total number of relations. In conclusion, regular exposure to EOtC is related to minor positive changes in pupils’ informal peer affiliations in their class networks.

KW - Friendship

KW - Inclusion

KW - Outdoor learning

KW - Social network analysis

KW - Social relations

KW - Udeskole

U2 - 10.1016/j.ijer.2019.02.014

DO - 10.1016/j.ijer.2019.02.014

M3 - Journal article

AN - SCOPUS:85063294293

SN - 0883-0355

VL - 94

SP - 29

EP - 41

JO - International Journal of Educational Research

JF - International Journal of Educational Research

ER -

Education outside the classroom and pupils’ social relations? A one-year quasi-experiment

Abstract

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