Search for: [Abstract = The article discusses the specific character of changes in the evaluation of the sense of social integration in the classroom between third and sixth graders in primary school, and their social, demographic and cognitive determinants, with special consideration given to the position in the sociometric network. The analysis of latent growth curves – based on a scalar longitudinal measurement invariance, a bifactor model of the Perceived Peer Integration Questionnaire \(PPI\) and three rounds of the nationwide study School conditions of education effectiveness \(N = 4349\) – indicate that the second stage of learning in primary school is characterised by more negative perceptions of social integration in classroom settings, which cannot be explained either by socio\-demographic variables or the relationships taking place within peer networks. This indicates that it might be linked to developmental changes rather than the actual worsening of peer relations.]

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