Changes in Character Virtues Are Driven by Classroom Relationships: A Longitudinal Study of Elementary School Children

Autor/inn/en	Thomas, Kendra J.; da Cunha, Josafá; Santo, Jonathan B.
Titel	Changes in Character Virtues Are Driven by Classroom Relationships: A Longitudinal Study of Elementary School Children
Quelle	In: School Mental Health, 14 (2022) 2, S.266-277 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Santo, Jonathan B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1866-2625
DOI	10.1007/s12310-022-09511-8
Schlagwörter	Personality Traits; Moral Values; Social Emotional Learning; Peer Relationship; Teacher Attitudes; Teacher Student Relationship; Parent Teacher Cooperation; Prosocial Behavior; Predictor Variables; Context Effect; Foreign Countries; Social Responsibility; Grade 4; Grade 5; Scores; Outcomes of Education; Elementary School Students; Brazil + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Moral value; Ethischer Wert; Peer-Beziehungen; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Prädiktor; Ausland; Soziale Verantwortung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Lernleistung; Schulerfolg; Brasilien
Abstract	The purpose of this study is to understand the role of school relationships in shaping students' character development in middle childhood. Students and teachers completed surveys on student-teacher relationships, peer relationships, social-emotional learning (SEL), parent-teacher communication, and character strengths of fairness, hope, bravery, teamwork, self-regulation, social responsibility, and prosocial leadership. Participants were 1881 Brazilian children in fourth or fifth grade across 288 classrooms and 60 schools. Data were analyzed using a multi-level model framework. Higher student-student relationships were associated with higher starting scores of character strengths paired with a stronger increase among classes whose relationships improved over time. Higher quality student-teacher relationships were associated with a larger increase in character strengths among boys. Teachers' usage of SEL strategies, student-teacher relationships and student peer relationships were important predictors of both classroom baselines and the change in character strengths across time. Most of the existing literature on character strengths is based on older adolescent samples from affluent countries and with little Latin American representation. This study supports existing literature on the relevancy of character strengths in the educational context, but adds the importance of seeing it as a contextual and relational outcome. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01