Children's relationships with adults and peers: An examination of elementary and junior high school students

Lynch, Michael; Cicchetti, Dante

doi:10.1016/s0022-4405(96)00031-3

Cited by 320 publications

(251 citation statements)

References 28 publications

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“…Aligned with the current literature (Gifford-Smith & Brownell, 2003;Lynch & Cicchetti, 1997), we found that peer connections played a more important role for older students in elementary school than for younger students. The increasing importance of peer connections may reflect that elementary age students' social growth allows them to build and maintain larger peer networks and to take part in more organized and supportive academic and social activities with their peers (Gifford-Smith & Brownell, 2003).…”

Section: Developmental Differences In the Role Of Relationships In Besupporting

confidence: 83%

“…Emotional connection to adults and peers in school is a well-known predictor of behavioral engagement in elementary school (Fredricks et al, 2004). It has been hypothesized that teacher-child relationships become less salient for older students who are more independent from adults (Buhrmester & Furman, 1987;Lynch & Cicchetti, 1997). However, recent scholarship suggests that positive teacher-student relationships continue to play a key role in behavioral engagement among older elementary age students (Roorda et al, 2011;Sabol & Pianta, 2012).…”

Section: Supportive Social Processes: Role Of Individual Relationshipmentioning

confidence: 99%

“…Specifically, older students may be less compliant in classrooms (e.g., attentive, engaged) in the absence of relatedness with the teacher. In addition, peer connections become increasingly salient and influential for students' during middle and late childhood (Gifford-Smith & Brownell, 2003;Lynch & Cicchetti, 1997). Given this, developmental differences need to be considered when examining the role of individual relationships in behavioral engagement.…”

Section: Supportive Social Processes: Role Of Individual Relationshipmentioning

confidence: 99%

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Mapping the Social World of Classrooms: A Multi‐Level, Multi‐Reporter Approach to Social Processes and Behavioral Engagement

Kim

Cappella

2016

American J of Comm Psychol

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Understanding the social context of classrooms has been a central goal of research focused on the promotion of academic development. Building on the current literature on classroom social settings and guided by a risk and protection framework, this study examines the unique and combined contribution of individual relationships and quality of classroom interactions on behavioral engagement among low-income Latino students in kindergarten to fifth grade (N = 111). Findings indicate that individual relationships with teachers and peers and classroom quality, each independently predicted behavioral engagement. Moreover, high-quality classrooms buffered the negative influence of students' difficulties in individual relationships on behavioral engagement. Findings illuminate the need to consider multiple layers of social classroom relationships and interactions and suggest the potential benefit of targeting classroom quality as a mechanism for improving behavioral engagement in urban elementary schools.

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Section: Developmental Differences In the Role Of Relationships In Besupporting

confidence: 83%

Section: Supportive Social Processes: Role Of Individual Relationshipmentioning

confidence: 99%

Section: Supportive Social Processes: Role Of Individual Relationshipmentioning

confidence: 99%

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Mapping the Social World of Classrooms: A Multi‐Level, Multi‐Reporter Approach to Social Processes and Behavioral Engagement

Kim

Cappella

2016

American J of Comm Psychol

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“…Na educação infantil, há um maior envolvimento por parte dos professores, que apresentam mais habilidades sociais e, com maior frequência, atitudes de cuidado e proximidade física (Maia, Soares, & Victoria, 2009;Soares et al, 2009). As interações com os professores se tornam, com o passar dos anos escolares, menos estáveis, menos próximas e pessoais e menos fornecedoras de apoio emocional (Harter, 1996;Lynch & Cicchetti, 1997). Em anos escolares mais elevados, os professores lidam menos com os problemas de comportamento de seus alunos, sendo mais avaliativos e estando mais focados em seu desempenho acadêmico, de forma a exercerem menor influência em suas amizades (Bierman, 2011).…”

Section: Ano Escolarunclassified

“…As variações encontradas entre os níveis escolares podem ser compreendidas pelo fato de, nos anos iniciais, quando comparados aos anos posteriores, os relacionamentos com os alunos serem menos voltados para os conteúdos cognitivos, especialmente nos três primeiros anos escolares que constituem o ciclo de alfabetização, e os professores apresentarem uma maior preocupação com os aspectos afetivos e de cuidado das interações (Harter, 1996;Lynch & Cicchetti, 1997;Maia et al, 2009;Soares et al, 2009) Quanto às respostas relativas à presença de dificuldades, no caso da aceitação, é importante observar o número reduzido de professores que dão suporte a alunos que precisam de um apoio diferencial, o qual é necessário para que o estudante desenvolva repertórios mais favoráveis (Baker, 2006;Burchinal et al, 2002;Hamre & Pianta, 2005;Meehan et al, 2003). No caso das respostas referentes à presença de déficits, para rejeição, sugere-se que se tratam de docentes que não apenas não fornecem essa atitude diferencial, como também delegam explicitamente a outros profissionais o papel do cuidado a esses alunos.…”

Section: Indisciplina E Falta De Engajamento Nos Estudos Por Outro Lunclassified

Aceitação e rejeição de alunos por seus professores em diferentes níveis escolares

Izbicki¹

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Izbicki, Sarah. (2015). Acceptance and rejection of students by their teachers at different grade levels. Dissertação de Mestrado, Instituto de Psicologia, Universidade de São Paulo, São Paulo.Perceptions, expectations and preferences of teachers differ according to several variables (students' characteristics, school curriculum, schools' rules etc.) and are expressed by them through different attitudes taken before the students, so that they considerably influence those youngsters' behavioral repertoire. Given (a) the importance of a positive relationship between teacher and student in the course of student's school life, (b) the changes which occur in this relationship over the years, and (c) that even minor changes in the quality of this relationship have relevant implications for the student's development, it is necessary to investigate which factors are associated with those changes. The general aim of this research is to reveal the controlling variables of rejection and acceptance of students, as reported by their teachers, assessing potential differences between three different grade levels. Specifically, the study aimed to (1) compare the frequencies in which the students of each gender are indicated as accepted or rejected by their teachers at the three levels, (2) compare the reasons reported by the teachers to indicate the students as accepted or rejected at the three levels and (3) identify possible associations between the reasons for acceptance and rejection and the gender of the indicated students. 21 teachers of first grade of elementary school, 16 of sixth year of middle school and 28 of ninth grade of high school completed a questionnaire in which they indicated three students they would keep in their class and three students they would not, explaining the reasons for the indications. Inferential analyses did not show differences between the gender of the accepted students, and revealed small associations between the reasons for acceptance and rejection and the sex of the student. Nonetheless, there were differences between the genders of the rejected students, where a higher proportion of rejected boys was found. There were also differences between reasons for acceptance along the different educational levels, where there was an increase in the number of citations to engagement in studies and a reduction in the number of citations to discipline. Finally, we found differences in the reasons for rejection, with an increase in the number of citations to the lack of engagement in the studies, and a reduction in the number of citations to the indiscipline. The results suggest different patterns of acceptances and rejection along the different educational levels, which can be used to delineate interventions that aim to deal effectively with the behavior of the people involved, creating more reforcing interactions for students and teachers and socially skilled repertoires in students.

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Applied Developmental Science

Wertlieb

2003

Handbook of Psychology

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Cross-age peer mentoring programs, in which teenagers mentor younger children, have proliferated in recent years, yet there is disagreement about the effectiveness of such programs.Prior research suggests that both peer mentors' attitudes and the children's (or mentees') characteristics may moderate program effectiveness. This study tested whether teen mentors' attitudes about children interacts with their mentees' characteristics to moderate outcomes of cross-age peer mentoring. The sample included 221 high school volunteers, 205 mentees, and 182 control group youth. Latent profile analyses yielded two profiles of students who differed on academic performance, social acceptance, and classroom behavior, and which we therefore called academically connected and disconnected types. Outcome analyses revealed that the academically disconnected mentees who were paired with mentors holding relatively positive attitudes toward youth were more emotionally engaged in the mentoring relationship than disconnected mentees with more negative mentors and subsequently reported stronger relationships with their teachers at year's end than did the disconnected children in the control group. Implications for mentor selection and training are discussed.

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Children's relationships with adults and peers: An examination of elementary and junior high school students

Cited by 320 publications

References 28 publications

Mapping the Social World of Classrooms: A Multi‐Level, Multi‐Reporter Approach to Social Processes and Behavioral Engagement

Mapping the Social World of Classrooms: A Multi‐Level, Multi‐Reporter Approach to Social Processes and Behavioral Engagement

Aceitação e rejeição de alunos por seus professores em diferentes níveis escolares

Applied Developmental Science

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