Abstract
The purpose of this study was to determine the effect of an experimental manipulation of distance between classmates on peer
affiliations and classroom climate. Participants were 651 10-to-12 year-old children (48% boys) from 27 Grade 5 and Grade
6 classrooms of 23 schools, who were assigned to an experimental or a control condition. Peer affiliations were assessed with
peer nominations and likeability ratings before and after the manipulation of distance. In the experimental condition, children
who did not like each other were placed closer together for several weeks in order to promote more positive peer relations.
The decrease in distance lead to higher likeability ratings for children who were perceived most negatively at the beginning
of the school year. In addition, a reduction in peer-reported victimization and social withdrawal nominations was found. The
results suggest that the classroom seating arrangement can be used as a tool to improve liking among peers and reduce peer-reported
problem behaviors in the classroom.
affiliations and classroom climate. Participants were 651 10-to-12 year-old children (48% boys) from 27 Grade 5 and Grade
6 classrooms of 23 schools, who were assigned to an experimental or a control condition. Peer affiliations were assessed with
peer nominations and likeability ratings before and after the manipulation of distance. In the experimental condition, children
who did not like each other were placed closer together for several weeks in order to promote more positive peer relations.
The decrease in distance lead to higher likeability ratings for children who were perceived most negatively at the beginning
of the school year. In addition, a reduction in peer-reported victimization and social withdrawal nominations was found. The
results suggest that the classroom seating arrangement can be used as a tool to improve liking among peers and reduce peer-reported
problem behaviors in the classroom.
- Content Type Journal Article
- Pages 1-10
- DOI 10.1007/s10802-011-9567-6
- Authors
- Yvonne H. M. van den Berg, Behavioural Science Institute, Radboud University Nijmegen, P.O. Box 9104, 6500 HE Nijmegen, The Netherlands
- Eliane Segers, Behavioural Science Institute, Radboud University Nijmegen, P.O. Box 9104, 6500 HE Nijmegen, The Netherlands
- Antonius H. N. Cillessen, Behavioural Science Institute, Radboud University Nijmegen, P.O. Box 9104, 6500 HE Nijmegen, The Netherlands
- Journal Journal of Abnormal Child Psychology
- Online ISSN 1573-2835
- Print ISSN 0091-0627