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The article discusses the specific character of changes in the assessment of the sense of social integration in the classroom between primary school third- and sixth-graders, and their social, demographic and cognitive determinants, with special consideration given to a pupil’s position in the sociometric network. The analysis of latent growth curves – based on a scalar longitudinal measurement invariance, the bifactor model of the Perceived Peer Integration Questionnaire (PPI) and three rounds of the nationwide study School determinants of educational effectiveness (N = 4349) – indicates that the second stage of learning in primary school is characterised by a more negative perception of peer integration in classroom settings, which cannot be explained by socio-demographic variables nor the relationships taking place within peer networks. This indicates that it may be linked to developmental changes rather than to the actual deterioration of peer relations.

Paweł Grygiel, Educational Research Institute

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