Peer preference, perceived popularity, and the teacher-child relationship in Special Education.

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Autor/Urheber	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: de Swart , F , Burk , W J , Nelen , W B L & Scholte , R H J 2020 , ' Peer preference, perceived popularity, and the teacher-child relationship in Special Education ' , Remedial and Special Education . https://doi.org/10.1177/0741932519887506(2020) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.1177/0741932519887506
Schlagwörter	social status; teacher-child relationship; preference; popularity; special education; FIT INDEXES; STUDENTS; ENGAGEMENT; ADJUSTMENT; OUTCOMES
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-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.
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