Education outside the classroom and pupils' social relations? A one-year quasi-experiment. (2019)

• Record Type: Journal Article
• Authors: Bølling, Mads; Pfister, Gertrud Ursula; Mygind, Erik; Nielsen, Glen
• Is Part Of: International journal of educational research. Volume 94(2019)
• Page Start: 29
• Page End: 41
• Publication Date: 2019
• Subjects: Friendship -- Social relations -- Social network analysis -- Outdoor learning -- Udeskole -- Inclusion; Education -- Evaluation -- Periodicals; Curriculum evaluation -- Periodicals; Education -- Periodicals; Program Evaluation -- Periodicals; Éducation -- Évaluation -- Périodiques; Programmes d'études -- Evaluation -- Périodiques; Éducation -- Recherche -- Périodiques; Curriculum evaluation; Education -- Evaluation; Periodicals; 370.72
• DOI: 10.1016/j.ijer.2019.02.014
• Languages: English
• ISSNs: 0883-0355

Abstract

Highlights: Regular exposure to EOtC was associated with more new in-class dyadic peer affiliations. Regular exposure to EOtC was not associated with a greater loss of dyadic peer affiliation. Transportation time have a supressing influence on lost dyadic affiliations. Regular exposure to EOtC is not reflected in network centrality. Amount and size of peer group affiliations was not related to regular EOtC exposure. 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.