The present study compares two methods for assessing peer influence: the longitudinal actor–partner interdependence model (L-APIM) and the longitudinal social network analysis (L-SNA) Model. The data were drawn from 1,995 (49% girls and 51% boys) third grade students (M _age = 9.68 years). From this sample, L-APIM (n = 206 indistinguishable dyads and n = 187 distinguishable dyads) and L-SNA (n = 1,024 total network members) subsamples were created. Students completed peer nominations and objective assessments of mathematical reasoning in the spring of the third and fourth grades. Patterns of statistical significance differed across analyses. Stable distinguishable and indistinguishable L-APIM dyadic analyses identified reciprocated friend influence such that friends with similar levels of mathematical reasoning influenced one another and friends with higher math reasoning influenced friends with lower math reasoning. L-SNA models with an influence parameter (i.e., average reciprocated alter) comparable to that assessed in L-APIM analyses failed to detect influence effects. Influence effects did emerge, however, with the addition of another, different social network influence parameter (i.e., average alter influence effect). The diverging results may be attributed to differences in the sensitivity of the analyses, their ability to account for structural confounds with selection and influence, the samples included in the analyses, and the relative strength of influence in reciprocated best as opposed to other friendships.

本研究比较了两种评估同伴影响的方法：纵向行为者-伙伴相互依存模型（L-APIM）和纵向社交网络分析（L-SNA）模型。数据来自1,995名（49％的女孩和51％的男孩）三年级学生（M _年龄= 9.68岁）。从该样本中，L-APIM（n = 206个不可区分的二元组和n = 187个可区分的二元组）和L-SNA（n=共有1,024个网络成员）子样本已创建。在三年级和四年级的春季，学生完成了同伴提名和数学推理的客观评估。不同分析之间的统计显着性模式有所不同。稳定的，可区分的和不可区分的L-APIM二元分析确定了往复的朋友影响，因此具有相似数学推理水平的朋友会相互影响，而具有较高数学推理的朋友会影响具有较低数学推理的朋友。具有与L-APIM分析中评估的影响参数可比的L-SNA模型（其平均往复变化）无法检测影响。但是，通过添加另一个不同的社交网络影响参数（即平均影响影响），确实出现了影响效应。