Peer Preference, Perceived Popularity, and the Teacher-Child Relationship in Special Education

Autor/inn/en	de Swart, Fanny; Burk, William J.; Nelen, Wendy B. L.; Scholte, Ron H. J.
Titel	Peer Preference, Perceived Popularity, and the Teacher-Child Relationship in Special Education
Quelle	In: Remedial and Special Education, 42 (2021) 2, S.67-77 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (de Swart, Fanny)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932519887506
Schlagwörter	Grade 4; Grade 5; Teacher Student Relationship; Special Education; Elementary School Students; Elementary School Teachers; Peer Relationship; Predictor Variables; Peer Acceptance; Conflict; Social Status; Foreign Countries; Special Schools; Special Education Teachers; Netherlands + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Teacher student relationships; Lehrer-Schüler-Beziehung; Special needs education; Sonderpädagogik; Sonderschulwesen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Peer-Beziehungen; Prädiktor; Konflikt; Sozialer Status; Ausland; Special school; Sonderschule; Special education; Sonderpädagoge; Niederlande
Abstract	This four-wave longitudinal study examined bidirectional associations among pupils' social status (preference and popularity) and teacher-child relationship characteristics (quality, support, satisfaction, and conflict) in special education. Participants included 586 pupils (86% boys) initially attending Grades 4 and 5 (M[subscript age Wave 1] = 10.82 years, SD = 0.86) and their teachers. Reports of teacher-child relationships were collected from teachers and pupils through questionnaires. Peer nominations were used to assess preference and popularity. Autoregressive cross-lagged models indicated that preference predicted changes in satisfaction between school years. Conflict in the teacher-child relationship predicted preference, and preference and popularity predicted conflict within and between school years. Bidirectionality of the associations depended on the aspect of the teacher-child relationship and the dimension of social status. Conflict was more robustly related to social status than satisfaction, support, and pupil-reported relationship quality. The associations within school years were not more robust than associations between school years. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01