TY - JOUR
T1 - Homophilic social networks and school adjustment among primary school pupils
T2 - Results and implications from a Zimbabwean study
AU - Mpofu, Edwin Simbarashe
AU - Sefotho, Maximus Monaheng
N1 - Publisher Copyright:
© 2023 Africa Scholarship Development Enterprize.
PY - 2023
Y1 - 2023
N2 - Social network patterns were explored among Zimbabwean rural school pupils to determine their peer preferences and statuses. Participants were 173 school pupils attending grades 4–6 in a rural school in Zimbabwe (76 boys; 97 girls; age range 9 years to 12 years). The pupils completed a peer social statuses nomination measure, and a subsample of them participated in a brief interview to elaborate on their nominations. In addition, documents held by the school were analysed for context. Descriptive analysis of the data yielded four peer social statuses of popular (40%), accepted (30%), rejected (10%), and neglected (20%). Reasons for popularity included being good-mannered and possessing good socialising habits, as well as being outstanding in class. Boys who held positions of authority like class monitor and shared readily were popular. Girls’ social statuses were explained by good socialising habits and sharing available resources with others. Boys’ key popularity attributes were mathematical skills, as they would help the less able in class. Popular girls were also good at mathematics and socialising. The findings validate the view that social networking is significant to the prediction of social well-being among middle primary school pupils, and important for the children’s school engagement, or overall school adjustment.
AB - Social network patterns were explored among Zimbabwean rural school pupils to determine their peer preferences and statuses. Participants were 173 school pupils attending grades 4–6 in a rural school in Zimbabwe (76 boys; 97 girls; age range 9 years to 12 years). The pupils completed a peer social statuses nomination measure, and a subsample of them participated in a brief interview to elaborate on their nominations. In addition, documents held by the school were analysed for context. Descriptive analysis of the data yielded four peer social statuses of popular (40%), accepted (30%), rejected (10%), and neglected (20%). Reasons for popularity included being good-mannered and possessing good socialising habits, as well as being outstanding in class. Boys who held positions of authority like class monitor and shared readily were popular. Girls’ social statuses were explained by good socialising habits and sharing available resources with others. Boys’ key popularity attributes were mathematical skills, as they would help the less able in class. Popular girls were also good at mathematics and socialising. The findings validate the view that social networking is significant to the prediction of social well-being among middle primary school pupils, and important for the children’s school engagement, or overall school adjustment.
KW - Zimbabwe
KW - gender
KW - homophily
KW - pupil friendships
KW - school adjustment
KW - social network
UR - http://www.scopus.com/inward/record.url?scp=85174259998&partnerID=8YFLogxK
U2 - 10.1080/14330237.2023.2258009
DO - 10.1080/14330237.2023.2258009
M3 - Article
AN - SCOPUS:85174259998
SN - 1433-0237
VL - 33
SP - 476
EP - 480
JO - Journal of Psychology in Africa
JF - Journal of Psychology in Africa
IS - 5
ER -