Transactional Links between Teacher-Child Relationship Quality and Perceived versus Sociometric Popularity: A Three-Wave Longitudinal Study

Autor/inn/en	De Laet, Steven; Doumen, Sarah; Vervoort, Eleonora; Colpin, Hilde; Van Leeuwen, Karla; Goossens, Luc; Verschueren, Karine
Titel	Transactional Links between Teacher-Child Relationship Quality and Perceived versus Sociometric Popularity: A Three-Wave Longitudinal Study
Quelle	In: Child Development, 85 (2014) 4, S.1647-1662 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12216
Schlagwörter	Teacher Student Relationship; Peer Acceptance; Longitudinal Studies; Grade 4; Grade 5; Grade 6; Peer Relationship; Influences; Prediction; Prosocial Behavior; Conflict; Aggression; Student Behavior + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Peer-Beziehungen; Influence; Einfluss; Einflussfaktor; Vorhersage; Konflikt; Student behaviour; Schülerverhalten
Abstract	This study examined how peer relationships (i.e., sociometric and perceived popularity) and teacher--child relationships (i.e., support and conflict) impact one another throughout late childhood. The sample included 586 children (46% boys), followed annually from Grades 4 to 6 (Mage.wave1 = 9.26 years). Autoregressive cross-lagged modeling was applied. Results stress the importance of peer relationships in shaping teacher-child relationships and vice versa. Higher sociometric popularity predicted more teacher-child support, which in turn predicted higher sociometric popularity, beyond changes in children's prosocial behavior. Higher perceived popularity predicted more teacher--child conflict (driven by children's aggressive behavior), which, in turn and in itself, predicted higher perceived popularity. The influence of the "invisible hand" of both teachers and peers in classrooms has been made visible. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10