Abstract
This study investigated the effects of peer relationships on sixth-grade pupils' dyad discussion. Drawn upon the Expectation State Theory, peer relationships were defined in terms of perceived academic ability (pa) and perceived popularity (pp ). These two concepts were differentiated into macroscopic and microscopic levels based upon the relative relationships between the two participants of the dyads. The "Questionnaire of Classroom Structure" was revised according to the requirements of soci ometric models utilized in the study, and the topics presented for dyad discussion were developed from conceptions of basic direct current circuit. Eighteen 6th grade classes were samples, with four classes participating in dyad discussion. The Major find ings included: (1) In accordance with existing research, macroscopic pa significantly influences the consensus reached in dyad discussions; (2) A strong influence of social relationships noted in dyad discussions of both microscopic pp and pa; (3) The eff ects of pa were equivalent to the case of pp with only small differences. The nature of the social influences observed was recognized as a case of referent informational influence, rather than simply informational or normative influence.
| Keywords: | Expectation State Theory; discussion; social influence; social interaction |
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