Influences of Teacher-Child Relationships and Classroom Social Management on Child-Perceived Peer Social Experiences during Early School Years

Autor/inn/en	Chen, Jing; Jiang, Hui; Justice, Laura M.; Lin, Tzu-Jung; Purtell, Kelly M.; Ansari, Arya
Titel	Influences of Teacher-Child Relationships and Classroom Social Management on Child-Perceived Peer Social Experiences during Early School Years
Quelle	(2020), (33 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Student Relationship; Peer Influence; Peer Relationship; Preschool Children; Preschool Education; Primary Education; Elementary School Students; Correlation; Student Attitudes; Conflict; Behavior Modification; Student Behavior; Friendship; Reputation; Victims; Bullying; Social Support Groups; Classroom Environment; Teacher Influence; Interaction; Classroom Techniques; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Primarbereich; Korrelation; Schülerverhalten; Konflikt; Behaviour modification; Verhaltensänderung; Student behaviour; Freundschaft; Victim; Opfer; Mobbing; Social support; Soziale Unterstützung; Klassenklima; Unterrichtsklima; Interaktion; Klassenführung
Abstract	Interactions with teachers and peers are critical for children's social, behavioral, and academic development in the classroom context. However, these two types of interpersonal interactions in the classroom are usually pursued via separate lines of inquiries. The current study bridges these two areas of research to examine the way in which teachers influence child-perceived peer social support and peer victimization for 2,678 children within 183 classrooms in preschool through grade three. Two levels of teacher influence are considered, namely teacher-child closeness and conflict relationships at the child-level, and teacher management of interpersonal interactions at the classroom-level. Results of multilevel regression models showed that teacher-child closeness was associated with the growth of child-perceived peer social support from fall to spring, whereas teacher-child conflict and teachers' behavior management practices were associated with the change in child-perceived peer victimization across the academic year. These associations were unique and above and beyond the influence of children's actual peer social interactions, including reciprocal friendships and the collective classroom reputation of peer victimization. Collectively, findings highlight the multi-faceted teacher roles in shaping children's perceptions of their peer social experiences during the earliest years of schooling. [This paper was published in "Frontiers in Psychology" v11 Article 2746 2020.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01