Factors Influencing Peer Online Citing Behavior

Abstract

Peer influences, including academic prestige, friendship, and gender, on affecting online citing behavior under a student test-construction learning task are investigated. Seventy-five fifth-grade students from three classes participated in the devised online educational activities for twelve weeks. Quadratic Assignment Procedure multiple regression and simple regression were adopted. Significant differences were found between friendship and the number of peer citations. However, non-significant effects were found between academic prestige and gender and the number of peer citations. Significance of this study as well as suggestions for future research are provided.