Abstract
The association between physical proximity and relationship formation as a classic finding in psychological science. In the current dissertation, this classic association was examined in an entirely different and surprisingly understudied setting: the school classroom. We examined whether and how physical proximity between students in elementary school classrooms is associated with the occurrence and development of their peer relationships.
Before doing so, current methods for measuring peer relationships in the classroom were examined and potential enhancements of these methods tested. Results showed that teacher nomination methods can be used as a valid measure of social status among children, especially in situations when peer nomination methods are not feasible. Moreover, with computerized assessments more data can be collected in less time, with similar or even better data quality than already achieved with standard sociometric methods. Finally, we examined a new way to classify children into distinct status groups. Results showed that preference and popularity become distinct forms of peer status in middle adolescence, emphasizing the importance of a developmental perspective when examining peer status.
In order to examine proximity in the classroom, we had to develop a new measurement for as none were available. Proximity was defined as the number of desks and passage ways between children. Results showed that physical proximity in the classroom is associated with children’s social status, friendships, and even larger peer groups. Moreover, a careful manipulation of physical distance between classmates can improve negative relationships and to a certain extent also overall classroom climate. Although many more steps need to be taken to replicate and further extend the current results, the current studies support a new focus on physical proximity in the classroom to help teachers stimulate and promote positive classroom relationships and a positive classroom atmosphere that optimally supports children’s social development.
