Teacher-Student Interactions in Fifth Grade Classrooms: Relations with Children's Peer Behavior

Autor/inn/en	Luckner, Amy E.; Pianta, Robert C.
Titel	Teacher-Student Interactions in Fifth Grade Classrooms: Relations with Children's Peer Behavior
Quelle	In: Journal of Applied Developmental Psychology, 32 (2011) 5, S.257-266 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0193-3973
DOI	10.1016/j.appdev.2011.02.010
Schlagwörter	Aggression; Grade 5; Teacher Student Relationship; Elementary School Students; Elementary School Teachers; Classroom Environment; Classroom Techniques; Teaching Methods; Student Needs; Peer Influence; Student Behavior; Prosocial Behavior; Antisocial Behavior; Grade 4; Grade 3; Peer Relationship; Age Differences; Emotional Response; Observation; Cooperation + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; Teacher student relationships; Lehrer-Schüler-Beziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Klassenklima; Unterrichtsklima; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Student behaviour; Schülerverhalten; School year 04; 4. Schuljahr; Schuljahr 04; School year 03; 3. Schuljahr; Schuljahr 03; Peer-Beziehungen; Age; Difference; Age difference; Altersunterschied; Emotionales Verhalten; Beobachtung; Co-operation; Kooperation
Abstract	This study investigates the extent to which teacher-student interactions in fifth grade classrooms are associated with peer behavior in fifth grade, accounting for prior peer functioning. Participants included 894 fifth grade students from the NICHD Study of Early Child Care and Youth Development. The quality of teacher-student interactions (emotional support, classroom organization, and instructional support) was assessed through classroom observations in fifth grade; peer behavior was assessed via teacher report (prosocial behavior, aggression, relational aggression, and asocial behavior) in fourth and fifth grades and classroom observations (sociable/cooperative peer behavior) in third and fifth grades. Multiple regression analyses revealed that children in fifth grade classrooms with higher quality organization interactions had more positive observed interactions with their peers and lower teacher ratings of aggression and relational aggression. In addition, emotional support interactions were related to higher teacher ratings of prosocial behavior. Implications and limitations of the findings are discussed. (Contains 3 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10