Positive Teacher and Peer Relations Combine to Predict Primary School Students' Academic Skill Development

Autor/inn/en	Kiuru, Noona; Aunola, Kaisa; Lerkkanen, Marja-Kristiina; Pakarinen, Eija; Poskiparta, Elisa; Ahonen, Timo; Poikkeus, Anna-Maija; Nurmi, Jari-Erik
Titel	Positive Teacher and Peer Relations Combine to Predict Primary School Students' Academic Skill Development
Quelle	In: Developmental Psychology, 51 (2015) 4, S.434-446 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0038911
Schlagwörter	Peer Relationship; Teacher Student Relationship; Peer Acceptance; Prediction; Correlation; Outcomes of Education; Skill Development; Academic Ability; Affective Behavior; Reading Skills; Mathematics Skills; Elementary School Students; Elementary School Teachers; Longitudinal Studies; Teacher Attitudes; Reading Fluency; Reading Tests; Foreign Countries; Path Analysis; Statistical Analysis; Finland + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Vorhersage; Korrelation; Lernleistung; Schulerfolg; Kompetenzentwicklung; Qualifikationsentwicklung; Affective disturbance; Active behaviour; Affektive Störung; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lehrerverhalten; Lesetest; Ausland; Pfadanalyse; Statistische Analyse; Finnland
Abstract	This study examined cross-lagged associations between positive teacher and peer relations and academic skill development. Reading and math skills were tested among 625 students in kindergarten and Grade 4. Teacher reports of positive affect toward each student and classmate reports of peer acceptance were gathered in Grades 1-3. The results showed, first, that positive teacher affect toward the student and peer acceptance were reciprocally associated: Positive teacher affect predicted higher peer acceptance, and higher peer acceptance predicted a higher level of positive teacher affect. Second, the effect of positive teacher affect on academic skill development was partly mediated via peer acceptance, while the effect of early academic skills on peer acceptance was partly mediated via positive teacher affect. The results suggest that a warm and supportive teacher can increase a student's peer acceptance, which, in turn, is positively associated with learning outcomes. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01