2026-04-16T12:39:22Z https://datacatalogue.cessda.eu/oai-pmh/v0/oai

2f7c40e6b74ea6364aa52fb08dfbf380e8396c489396d9fdebaaa667abf76005 2025-12-08T02:06:54Z language:enopenaire_data

Dataset belonging to Peer status and classroom seating arrangements: A social relations analysis. Dataset belonging to Peer status and classroom seating arrangements: A social relations analysis. doi:10.17026/DANS-ZV5-5EDQ657800easy-dataset:179269 Y.H.M. van den Berg A.H.N. Cillessen 2020-01-01 DANS Data Station Social Sciences and Humanities 2020-06-22 Social SciencesProximitypeer statusclassroom seating arrangementssocial relations modeling <p>The current study addressed the associations of classroom seating arrangements with peer status using the Social Relations Model. Study 1 examined whether physical distance between classmates was associated with likeability and popularity. Participants were 336 children from 14 5th and 6th grade classrooms (Mage = 11.36, 47.3% boys). Children who sat closer to the center of the classroom were liked more. Moreover, classmates who sat closer together liked each other more and perceived each other as more popular. Study 2 examined whether children’s likeability and popularity judgments were also reflected in the way they positioned themselves relative to their peers when they could arrange their classroom themselves. Participants were 158 children from six 5th and 6th grade classrooms (Mage = 11.64, 50.5% boys). Participants placed liked and popular peers closer to themselves than disliked and unpopular peers. If children placed a classmate closer to themselves, they perceived that peer as better liked and more popular and were perceived as better liked and more popular in return. Implications for further research on classroom seating arrangements and peer relationships are discussed.</p> https://ssh.datastations.nl/oai doi:10.17026/DANS-ZV5-5EDQ 2025-12-03T01:00:29Z ddi:codebook:2_5