ABSTRACT

Having friends influences students’ academic, socio-emotional as well as health development. Especially, students with special educational needs (SEN) are at a high risk to belong to the subgroup of students without friends in class. Within a sequential explanatory design, two study phases have been implemented in the present study. In phase 1, a sociometric network analysis of 449 students from 25 inclusive primary school classes (4^th grade, age = 9–11 years) were examined at t1. To assess students’ friendships, sociometric nominations of the students’ top five friends have been used. Results showed that the agreement of students’ and teachers’ rating varies strongly across classes (r = .18 – .71). In phase 2, interview data from a subsample (a sub-sample selected from phase 1) comprising teachers (n = 2) and students (n = 15) was qualitatively analysed. The evaluation of teachers’ interviews identified three explanations for missing accuracy in the sociometric networks. From students’ interviews, six subcategories describing friendship were found.

摘要

结交朋友会影响学生的学业、社会情感和健康发展。特别是，有特殊教育需要（SEN）的学生在课堂上属于没有朋友的学生群体的风险很高。在顺序解释设计中，本研究实施了两个研究阶段。^{在第一阶段，在 t1 对来自 25个}全纳小学班级（4年级，年龄 = 9-11 岁）的 449 名学生进行社会计量网络分析。为了评估学生的友谊，使用了学生前五名朋友的社会计量学提名。结果表明，学生和教师评分的一致性在不同班级之间差异很大（r= .18 – .71)。在第 2 阶段，对包括教师 ( n = 2) 和学生 ( n = 15)的子样本（从第 1 阶段选择的子样本）的访谈数据进行了定性分析。对教师访谈的评估确定了社会计量网络中缺少准确性的三种解释。从学生的访谈中，发现了六个描述友谊的子类别。