Teacher-Student Relationship and Peer Disliking and Liking across Grades 1-4

Autor/inn/en	Hughes, Jan N.; Im, Myung H.
Titel	Teacher-Student Relationship and Peer Disliking and Liking across Grades 1-4
Quelle	In: Child Development, 87 (2016) 2, S.593-611 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12477
Schlagwörter	Teacher Student Relationship; Elementary School Students; Grade 1; Grade 2; Grade 3; Grade 4; Affective Behavior; Conflict; Peer Relationship; Teacher Role; Predictor Variables; At Risk Students; Texas + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Affective disturbance; Active behaviour; Affektive Störung; Konflikt; Peer-Beziehungen; Lehrerrolle; Prädiktor
Abstract	Between-child and within-child effects of teacher-student warmth and conflict on children's peer-nominated disliking and liking across Grades 1-4 (ages 6-10) were investigated in a sample of 746 ethnically diverse and academically at-risk children in Texas. Multilevel modeling controlled for time-invariant between-child differences while modeling the effect of time-varying teacher-student relationship (TSR) warmth and conflict on children's peer relatedness. Teachers reported on warmth and conflict. Peers reported on liking and disliking. Above between-child effects of average levels of teacher warmth and conflict on initial level and rate of change in liking and disliking and classroom teacher support, year-to-year changes in TSR conflict and warmth predicted intraindividual change in children's peer disliking but not peer liking. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01