Social influences on the development of relational thinking during small-group discussions

Lin, Tzu-Jung

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https://hdl.handle.net/2142/34225 Copy

Description

Title

Social influences on the development of relational thinking during small-group discussions

Author(s)

Lin, Tzu-Jung

Issue Date

2012-09-18T21:06:42Z

Director of Research (if dissertation) or Advisor (if thesis)

Anderson, Richard C.

Doctoral Committee Chair(s)

Anderson, Richard C.

Committee Member(s)

• Hummel, John E.
• Perry, Michelle
• Ryan, Allison M.

Department of Study

Educational Psychology

Discipline

Educational Psychology

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• relational thinking
• friendship
• social status
• social interaction
• Collaborative Reasoning

Abstract

This microgenetic study investigates the process by which children’s relational thinking develops through interaction with peers and teachers during small-group discussions, and whether peer relationships mediate or moderate the instantaneous social and cognitive events of discussions. The social influences were investigated in a peer-led small-group discussion forum called Collaborative Reasoning (CR). A total of 176 CR discussions from 18 discussion groups in 6 fourth-grade classrooms were coded for rhetorical moves serving social and relational thinking functions. Qualitative and quantitative analyses implemented in this study showed that the dynamic social network overlaid systems of thinking. Relational thinking developed within (micro-level) and across (macro-level) CR discussions over a five-week CR intervention, and was stimulated by social support and cognitive conflict. Social support was mediated by friendship and social status, while cognitive conflict was mainly mediated by social status. Receiving support from friends further facilitated students to think more relationally. Teachers’ scaffolding contributed to the growth of relational thinking, but was more effective when it was in the form of a probe or praise than when the teacher modeled relational thinking. The dissertation study documents the proximal effects of friendship and social status on the social and cognitive dynamics of collaborative discussions.

Graduation Semester

2012-08

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http://hdl.handle.net/2142/34225

Copyright and License Information

Copyright 2012 Tzu-Jung Lin

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