References
[1]. Coleman, J. S. (1995). Equality of Educational Opportunity (COLEMAN) Study (EEOS), 1966. ICPSR Data Holdings. doi:10.3886/icpsr06389.
[2]. Angrist, J. D. and Lang, K. (2004). Does School Integration Generate Peer Effects? Evidence from Bostons Metco Program. American Economic Review, 94(5), 1613–1634. doi:10.1257/0002828043052169.
[3]. Kamhawi, R. and Weaver, D. (2003). Mass Communication Research Trend from 1980 to 1999. Journalism and Mass Communication Quarterly, 80(1), 7-27.
[4]. Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G. and the PRISMA Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. BMJ, 339, b2535–b2535. doi:10.1136/bmj.b2535.
[5]. Fabregat-Aibar, L., Barbera-Marine, M. G., Terceno, A. and Pie, L. (2019). A Bibliometric and Visualization Analysis of Socially Responsible Funds. Sustainability, 11(9). doi:10.3390/su11092526.
[6]. Ninkov, A., Frank, J. R. and Maggio, L. A. (2022). Bibliometrics: Methods for studying academic publishing. Perspect. Med. Educ., 11(3), 173–176. doi:10.1007/s40037-021-00695-4.
[7]. Loveless, T. (1999). The tracking wars: State reform meets school policy. Brookings Institution Press.
[8]. Gamoran, A. (1992). The variable effects of high school tracking. American Sociological Review, 57, 821-828.
[9]. Ansalone, G. (2010). Tracking: Educational differentiation or defective strategy. Educational Research Quarterly, 34(2), 3-17. https://doi.org/10.1016/j.ijpe.2008.02.017.
[10]. Li, T., Han, L., Zhang, L. and Rozelle, S. (2014). Encouraging classroom peer interactions: Evidence from Chinese migrant schools. Journal of Public Economics, 111, 29-45. https://doi.org/10.1016/j.jpubeco.2013.12.014.
[11]. Merigó, J. M., Cancino, C. A., Coronado, F. and Urbano, D. (2016). Academic research in innovation: a country analysis. Scientometrics, 108(2), 559–593. doi:10.1007/s11192-016-1984-4.
[12]. Roorda, D. L., Koomen, H. M. Y., Spilt, J. L. and Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement. Review of Educational Research, 81(4), 493–529. doi:10.3102/0034654311421793.
[13]. Gurin, P., Dey, E., Hurtado, S. and Gurin, G. (2002). Diversity and higher education: Theory and impact on educational outcomes. Harvard Educational Review, 72(3), 330–367. doi:10.17763/haer.72.3.01151786u134n051.
[14]. Barron, B. (2003). When smart groups fail. Journal of the Learning Sciences, 12(3), 307–359. doi:10.1207/s15327809jls1203_1.
[15]. Blanco-Mesa, F., Merigo, J. M. and Gil-Lafuente, A. M. (2017). Fuzzy decision making: A bibliometric-based review. J. Intell. Fuzzy Syst., 32(3), 2033–2050. doi:10.3233/JIFS-161640.
[16]. Hanushek, E. A., Kain, J. F., Markman, J. M. and Rivkin, S. G. (2003). Does peer ability affect student achievement? J. Appl. Econom., 18(5), 527–544. doi:10.1002/jae.741.
[17]. Zimmerman, D. J. (2003). Peer Effects in Academic Outcomes: Evidence from a Natural Experiment. Review of Economics and Statistics, 85(1), 9–23. doi:10.1162/003465303762687677.
[18]. Hoxby, C. M. (2000). Peer Effects in the Classroom: Learning from Gender and Race Variation. Labor: Human Capital eJournal. doi:10.3386/w7867.
[19]. Lu, F. and Anderson, M. L. (2015). Peer Effects in Microenvironments: The Benefits of Homogeneous Classroom Groups. Journal of Labor Economics, 33(1), 91–122. doi:10.1086/677392.
Cite this article
Qu,Y. (2023). Global Trends in Peer Effects Research: A Bibliometric Analysis Based on the Web of Science Database from 1992 to 2022. Lecture Notes in Education Psychology and Public Media,18,168-177.
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References
[1]. Coleman, J. S. (1995). Equality of Educational Opportunity (COLEMAN) Study (EEOS), 1966. ICPSR Data Holdings. doi:10.3886/icpsr06389.
[2]. Angrist, J. D. and Lang, K. (2004). Does School Integration Generate Peer Effects? Evidence from Bostons Metco Program. American Economic Review, 94(5), 1613–1634. doi:10.1257/0002828043052169.
[3]. Kamhawi, R. and Weaver, D. (2003). Mass Communication Research Trend from 1980 to 1999. Journalism and Mass Communication Quarterly, 80(1), 7-27.
[4]. Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G. and the PRISMA Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. BMJ, 339, b2535–b2535. doi:10.1136/bmj.b2535.
[5]. Fabregat-Aibar, L., Barbera-Marine, M. G., Terceno, A. and Pie, L. (2019). A Bibliometric and Visualization Analysis of Socially Responsible Funds. Sustainability, 11(9). doi:10.3390/su11092526.
[6]. Ninkov, A., Frank, J. R. and Maggio, L. A. (2022). Bibliometrics: Methods for studying academic publishing. Perspect. Med. Educ., 11(3), 173–176. doi:10.1007/s40037-021-00695-4.
[7]. Loveless, T. (1999). The tracking wars: State reform meets school policy. Brookings Institution Press.
[8]. Gamoran, A. (1992). The variable effects of high school tracking. American Sociological Review, 57, 821-828.
[9]. Ansalone, G. (2010). Tracking: Educational differentiation or defective strategy. Educational Research Quarterly, 34(2), 3-17. https://doi.org/10.1016/j.ijpe.2008.02.017.
[10]. Li, T., Han, L., Zhang, L. and Rozelle, S. (2014). Encouraging classroom peer interactions: Evidence from Chinese migrant schools. Journal of Public Economics, 111, 29-45. https://doi.org/10.1016/j.jpubeco.2013.12.014.
[11]. Merigó, J. M., Cancino, C. A., Coronado, F. and Urbano, D. (2016). Academic research in innovation: a country analysis. Scientometrics, 108(2), 559–593. doi:10.1007/s11192-016-1984-4.
[12]. Roorda, D. L., Koomen, H. M. Y., Spilt, J. L. and Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement. Review of Educational Research, 81(4), 493–529. doi:10.3102/0034654311421793.
[13]. Gurin, P., Dey, E., Hurtado, S. and Gurin, G. (2002). Diversity and higher education: Theory and impact on educational outcomes. Harvard Educational Review, 72(3), 330–367. doi:10.17763/haer.72.3.01151786u134n051.
[14]. Barron, B. (2003). When smart groups fail. Journal of the Learning Sciences, 12(3), 307–359. doi:10.1207/s15327809jls1203_1.
[15]. Blanco-Mesa, F., Merigo, J. M. and Gil-Lafuente, A. M. (2017). Fuzzy decision making: A bibliometric-based review. J. Intell. Fuzzy Syst., 32(3), 2033–2050. doi:10.3233/JIFS-161640.
[16]. Hanushek, E. A., Kain, J. F., Markman, J. M. and Rivkin, S. G. (2003). Does peer ability affect student achievement? J. Appl. Econom., 18(5), 527–544. doi:10.1002/jae.741.
[17]. Zimmerman, D. J. (2003). Peer Effects in Academic Outcomes: Evidence from a Natural Experiment. Review of Economics and Statistics, 85(1), 9–23. doi:10.1162/003465303762687677.
[18]. Hoxby, C. M. (2000). Peer Effects in the Classroom: Learning from Gender and Race Variation. Labor: Human Capital eJournal. doi:10.3386/w7867.
[19]. Lu, F. and Anderson, M. L. (2015). Peer Effects in Microenvironments: The Benefits of Homogeneous Classroom Groups. Journal of Labor Economics, 33(1), 91–122. doi:10.1086/677392.