Research on classroom peer effects has focused nearly exclusively on high-income countries and on academic skills. Little is known about peer effects in low-income countries and whether effects differ under different educational environments (e.g., teacher-directed versus child-centered, conditions of concentrated advantage or disadvantage). Based on a data set of Ghanaian preprimary classrooms in the Greater Accra Region collected in the 2015–2016 school year, we use complex system networks with multilevel modeling to study the presence and magnitude of peer effects. Results corroborated small statistically significant effects on academic and nonacademic skills (d = .06–.10). Peer effects on literacy were larger for children in public schools, who are relatively more disadvantaged than their private school counterparts. Teacher-directivity intensity did not moderate peer effects.

中文翻译：

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量化同伴效应的复杂系统网络方法：来自加纳学前班的证据

关于课堂同伴效应的研究几乎完全集中在高收入国家和学术技能上。关于低收入国家的同伴效应以及不同教育环境下的效应是否不同（例如，以教师为中心还是以儿童为中心，优势或劣势集中的条件）知之甚少。基于 2015-2016 学年收集的大阿克拉地区加纳学前班数据集，我们使用具有多层次建模的复杂系统网络来研究同伴效应的存在和程度。结果证实对学术和非学术技能的统计显着影响很小（d = .06–.10)。对于公立学校的孩子来说，同伴对读写能力的影响更大，他们比私立学校的孩子相对弱势。教师指导强度并没有缓和同伴效应。