Relational and interactional dynamic network data from Czech lower-secondary school students
Tomáš Lintner,
Klára Šeďová,
Martin Sedláček,
Zuzana Šalamounová,
Roman Švaříček,
Karolína Malíková,
Ivo Rozmahel,
Jakub Vlček,
Barbora Nekardová
Affiliations
Tomáš Lintner
Department of Educational Sciences, Masaryk University, Arna Nováka 1/1, 602 00 Brno, Czechia; Institute SYRI, Žerotínovo nám. 617/9, 601 77 Brno, Czechia; netanlab, Bratislava, Slovakia; Corresponding author.
Klára Šeďová
Department of Educational Sciences, Masaryk University, Arna Nováka 1/1, 602 00 Brno, Czechia; Institute SYRI, Žerotínovo nám. 617/9, 601 77 Brno, Czechia
Martin Sedláček
Department of Educational Sciences, Masaryk University, Arna Nováka 1/1, 602 00 Brno, Czechia; Institute SYRI, Žerotínovo nám. 617/9, 601 77 Brno, Czechia
Zuzana Šalamounová
Department of Educational Sciences, Masaryk University, Arna Nováka 1/1, 602 00 Brno, Czechia; Institute SYRI, Žerotínovo nám. 617/9, 601 77 Brno, Czechia
Roman Švaříček
Department of Educational Sciences, Masaryk University, Arna Nováka 1/1, 602 00 Brno, Czechia
Karolína Malíková
Department of Educational Sciences, Masaryk University, Arna Nováka 1/1, 602 00 Brno, Czechia
Ivo Rozmahel
Department of Educational Sciences, Masaryk University, Arna Nováka 1/1, 602 00 Brno, Czechia
Jakub Vlček
Department of Educational Sciences, Masaryk University, Arna Nováka 1/1, 602 00 Brno, Czechia; Institute SYRI, Žerotínovo nám. 617/9, 601 77 Brno, Czechia
Barbora Nekardová
Department of Educational Sciences, Masaryk University, Arna Nováka 1/1, 602 00 Brno, Czechia; Institute for Research and Development in Education, Charles University, Myslíkova 208/7, 110 00 Prague, Czechia
This article introduces a network data set on the friendships and group work interactions among a convenience sample of 276 Czech Grade 6 students from twelve classrooms, supported by student-level demographic, literacy, motivation, and classroom communication data. Gathered longitudinally at the beginning and end of the 2021/2022 school year, the data provide a relational insight into the nature and evolution of early adolescents' friendships. Moreover, the data provide a unique relational and temporal insight into the verbal interaction of students during classroom group work. This dataset constitutes a valuable resource for educational researchers interested in studying classroom group work as well as for social network scientists studying dynamic social networks.
