Abstract：
BACKGROUND: Prior research has documented the pervasive influence that peers can exert on adolescents\' lives. However, knowledge on whether adolescents\' perceptions of the quality of the teacher\'s instruction are also prone to peer influences is lacking.
METHODS: This study (N = 248 German adolescents) used longitudinal social network analysis to investigate whether (a) friends become more similar in their teaching quality perceptions (influence effects) and/or whether (b) students with initially more similar perceptions of teaching quality were more likely to become friends (selection effects). We also explored whether (c) students with more positive teaching quality perceptions were better integrated socially.
RESULTS: We did not find support for influence or selection effects. However, students who rated their teacher\'s instruction more positively were better integrated socially.
CONCLUSIONS: Our work adds to research on the role of peers in adolescence and enhances our understanding of peer influences on students\' perceptions of instruction.
METHODS: This study (N = 248 German adolescents) used longitudinal social network analysis to investigate whether (a) friends become more similar in their teaching quality perceptions (influence effects) and/or whether (b) students with initially more similar perceptions of teaching quality were more likely to become friends (selection effects). We also explored whether (c) students with more positive teaching quality perceptions were better integrated socially.
RESULTS: We did not find support for influence or selection effects. However, students who rated their teacher\'s instruction more positively were better integrated socially.
CONCLUSIONS: Our work adds to research on the role of peers in adolescence and enhances our understanding of peer influences on students\' perceptions of instruction.
摘要：
背景：先前的研究已经记录了同龄人对青少年生活的普遍影响。然而,缺乏关于青少年对教师教学质量的看法是否也容易受到同伴影响的知识。
方法：这项研究（N=248名德国青少年）使用纵向社会网络分析来调查是否（a）朋友在教学质量认知上变得更相似（影响效应）和/或（b）最初对教学质量认知更相似的学生更有可能成为朋友（选择效应）。我们还探讨了（c）具有更积极的教学质量观念的学生是否可以更好地融入社会。
结果：我们没有发现影响或选择效应的支持。然而,那些对老师的教学评价更积极的学生在社会上得到了更好的融合。
结论：我们的工作增加了对同伴在青春期作用的研究，并增强了我们对同伴对学生教学观念的影响的理解。
方法：这项研究（N=248名德国青少年）使用纵向社会网络分析来调查是否（a）朋友在教学质量认知上变得更相似（影响效应）和/或（b）最初对教学质量认知更相似的学生更有可能成为朋友（选择效应）。我们还探讨了（c）具有更积极的教学质量观念的学生是否可以更好地融入社会。
结果：我们没有发现影响或选择效应的支持。然而,那些对老师的教学评价更积极的学生在社会上得到了更好的融合。
结论：我们的工作增加了对同伴在青春期作用的研究，并增强了我们对同伴对学生教学观念的影响的理解。
