How school-based dancing classes change affective and collaborative networks of adolescents |
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| Affiliation: | 1. Freie Universität Berlin, Germany;2. Arizona State University, USA;1. Department for Education and Social Sciences, Bergische University Wuppertal, Gaußstr. 20, 42097 Wuppertal, Germany;2. Department of Sociology, University of Trier, Cluster of Excellence “Societal Dependencies and Social Networks”, Germany;3. Faculty of Arts and Humanities, University of Cologne, Germany;4. Institute for Social Pedagogy and Organization Sciences, University of Hildesheim, Lübeckerstraße 3, 31141 Hildesheim, Germany;1. Department of Biomedical Sciences, University of Padua, Via F. Marzolo 3, 35131 Padova, Italy;2. Department of General Psychology, University of Padua, Via Venezia 8, 35131, Padova, Italy;1. Department of Sport Sciences, West Virginia University, United States;2. Health Promotion Sciences Division, University of Arizona, United States;3. Center of Excellence in Women''s Health, University of Arizona, United States;4. Department of Epidemiology, West Virginia University, United States |
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| Abstract: | ObjectiveThe present research investigated the effects of adolescents' co-participation in a federally funded dance intervention project on students' affective and collaborative networks. In the intervention, students instructed by professional dancers collaboratively developed a dance-choreography during regular class hours in student groups. We expected that the number of reciprocated affective and collaborative ties should increase in classrooms participating in the intervention, but that boys should particularly benefit from the intervention.DesignWe used a quasi-experimental untreated control group design with dependent pretest and posttest samples. Participants were 421 youths (48% boys) in 23 classrooms of primary and secondary schools in Berlin, Germany. Of these, 226 (54%) participated in the intervention. Classrooms from the same grade and school were recruited as comparison groups. We assessed both networks using sociometric questionnaires.Method/ResultsWe found a significant Treatment × Gender interaction showing that reciprocated collaborative relations increased only for boys in the intervention group. Analyses probing potential mechanisms showed this was due to their choosing more collaboration partners, in particular more girls.ConclusionFindings suggest that school-based dancing programs encouraging coordinated physical activity in student groups may be particularly beneficial for boys, encouraging them to consider girls as academic cooperation partners and to proactively develop their collaborative networks. |
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| Keywords: | Social networks Peer relationships Collaboration Dance intervention Boys |
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