title: Dyadic Instruction for Middle School Students: Liking Promotes Learning.
abstract: This study examines whether friendship facilitates or hinders learning in a dyadic instructional setting. Working in 80 same-sex pairs, 160 (60 girls, 100 boys) middle school students (M= 12.13 years old) were taught a new computer programming language and programmed a game. Students spent 14 to 30 (M= 22.7) hours in a programming class. At the beginning and the end of the project, each participant separately completed (a) computer programming knowledge assessments and (b) questionnaires rating their affinity for their partner. Results support the proposition that liking promotes learning: Greater partner affinity predicted greater subsequent increases in computer programming knowledge for both partners. One partner's initial programming knowledge also positively predicted the other partner's subsequent partner affinity.
authors.affiliation: Department of Psychology, Florida Atlantic University.
authors.forename: Amy C
authors.initials: AC
authors.lastname: Hartl
authors.affiliation: T. Denny Sanford School of Social and Family Dynamics, Arizona State University.
authors.forename: Dawn
authors.initials: D
authors.lastname: DeLay
authors.affiliation: Department of Psychology, Florida Atlantic University.
authors.forename: Brett
authors.initials: B
authors.lastname: Laursen
authors.affiliation: Research Department, ETR Associates.
authors.forename: Jill
authors.initials: J
authors.lastname: Denner
authors.affiliation: Department of Computer Science, University of California, Santa Cruz.
authors.forename: Linda
authors.initials: L
authors.lastname: Werner
authors.affiliation: Research Department, ETR Associates.
authors.forename: Shannon
authors.initials: S
authors.lastname: Campe
authors.affiliation: Research Department, ETR Associates.
authors.forename: Eloy
authors.initials: E
authors.lastname: Ortiz
keywords: Actor-partner Interdependence Model; computer programming; dyadic learning; friendship; peer influence