Interpersonal relationships in the school environment and children's early school adjustment: The role of teachers and peers

Birch, Sondra H.; Ladd, Gary W.

doi:10.1017/cbo9780511571190.011

Cited by 201 publications

(170 citation statements)

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“…En este sentido, la idea de motivación escolar es clave. Trabajos previos han dado cuenta de que el control de clase de los profesores (Rozenholtz y Simpson, 1984); los premios por la elaboración de tareas (Connell y Wellborn, 1991); el apoyo anímico de los profesores (Birch y Ladd, 1996); la buena relación entre los grupos de pares (Kindermann, 1993); o el sentido de comunidad escolar (Slavin, 1990) constituyen estrategias escolares que podrían influir en la motivación escolar. En tal sentido, también es necesario considerar que no todas las escuelas pueden transmitir por igual sus capacidades motivacionales.…”

Section: Lógicas Electivas De Los Estudiantes De Secundaria: Un Modelunclassified

El rol de la escuela en las decisiones educativas de sus alumnos en el contexto de la transición a las instituciones públicas de educación media superior de la Ciudad de México

Rocha¹

2016

Estud. Sociol.

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ResumenEl artículo analiza el rol de la escuela en las elecciones educativas de los alumnos que transitan de la escuela secundaria a los bachilleratos públicos de la Ciudad de México. Se argumenta que las escuelas cuentan con la potencialidad de incidir en las elecciones educativas a través del desarrollo de ciertas funciones pedagógicas. El trabajo expone que existen secundarias que fungen i) como mecanismos que contribuyen en la toma de decisiones ii) o como instancias que no ejecutan ninguna acción dirigida a vincular a sus alumnos en alguna de las opciones ofertadas en el nivel educativo postsecundario. Esta doble función contribuye en los procesos de reproducción de las desigualdades educativas, pues mientras unas escuelas destinan recursos pedagógi-cos para acompañar a sus alumnos durante sus respectivos procesos de decisión, otras carecen de ellos y los abandonan ante este evento educativo clave. El artículo se basa en datos provistos por un trabajo de campo realizado en siete escuelas secundarias del sur de la Ciudad de México entre enero y julio de 2012.

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Section: Lógicas Electivas De Los Estudiantes De Secundaria: Un Modelunclassified

El rol de la escuela en las decisiones educativas de sus alumnos en el contexto de la transición a las instituciones públicas de educación media superior de la Ciudad de México

Rocha¹

2016

Estud. Sociol.

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“…In addition, students' learning process in school is the product of a complex dynamic of educational practices (e.g., teaching styles), as well as student (Hodis, Meyer, McClure, Weir, & Walkey, 2011) and teacher characteristics, including multiple social, cognitive, and emotional variables (Nickel, 1981). Importantly, teachers do not only convey approval or disapproval for scholastic motivation and achievement, they also communicate their general approval or disapproval for the child as a person (e.g., Harter, 1996;Birch & Ladd, 1996;Wentzel, 2009b. Peers, on the other hand, serve as potential companions and friends and as such fulfill important social needs of the developing child (Harter, 1996;Rubin, Bukowski, & Laursen, 2009;Rubin, Bukowski, & Parker, 2006).…”

Section: Neuroscience and Motivationmentioning

confidence: 99%

An Interdisciplinary Challenge: Method Triangulation in the Field of Brain Development and Motivation

Raufelder¹,

Jagenow²,

Hoferichter³

2012

JPR

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An investigation of the development of adolescents' motivation and achievement in school demonstrates how psychology and neuroscience can profit from each other in an empirical and therefore epistemological way through method triangulation. Based on a method triangulative technique that directly links quantitative, experimental, and qualitative data (Treumann, 2005), an interdisciplinary longitudinal (two measure points) study was designed to bridge the gap between neuroscience and psychology in the field of brain development and motivation in adolescence. By using this triangulative technique, the authors minimize the weaknesses of each method and maximize their strengths by combining disparate but complementary approaches. Future implications and challenges of method triangulation in the field of psychology research are discussed.Keywords: method triangulation, motivation, brain development, adolescence, neuroscience Many research topics straddle two or more disciplines. In the past, the scientific community tended to support the independence of each discipline, illustrated by the increasing number of discipline-specific methods and foci. Today, however, there is an international trend in science towards an interdisciplinary approach. The advent of neuroscience subdisciplines in the field of learning and motivation, such as neuroeducation, social neuroscience, and cultural neurosciences, have enabled novel discoveries to concern the universality and diversity in the dynamic interplay of genes, brain, and behavior. Although the formal study of these subdisciplines has only recently emerged in the past decade, the question of how environment (culture) and biology mutually constitute each other has long been a source of philosophical and scientific curiosity, dating as far back as the 7th century (Chiao, 2010). However, the theoretical and empirical tools necessary to make progress in addressing these outstanding questions have only recently become available. One methodological technique that provides opportunity to cross disciplinary boundaries in an empirical way is method triangulation.

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“…In that context, the search for peer approval is probably important for most, if not all, pupils (Birch & Ladd, 1996). Wenzel (1989) found that adolescents were more concerned with social than learning goals.…”

Section: Pursuit Of Peer Approvalmentioning

confidence: 99%

Factors Associated with Disruptive Behaviour in the Classroom

Bru

2006

Scandinavian Journal of Educational Research

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This paper examines the relationships of pupils' on-task orientation at school and their opposition to teachers with perceived cognitive competence, perceived relevance of schoolwork, and the belief that going against school norms increases peer status. The study was conducted as a survey among a national representative sample of 3834 pupils in Years/Grades 6 and 9 who were attending Norwegian schools. The results indicate that low perceived cognitive competence, perceived low relevance of schoolwork, and the belief that norm-breaking behaviour elicits peer approval all increase the likelihood and incidence of off-task behaviour and opposition towards teachers. Results also suggest a tendency for perceived cognitive competence and perceived relevance of schoolwork to be more important predictors of on-task orientation than opposition to teachers, whereas the belief that breaking school norms increases peer status seems to be a more important risk factor for opposition to teachers than for off-task orientation.

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Interpersonal relationships in the school environment and children's early school adjustment: The role of teachers and peers

Cited by 201 publications

References 0 publications

El rol de la escuela en las decisiones educativas de sus alumnos en el contexto de la transición a las instituciones públicas de educación media superior de la Ciudad de México

El rol de la escuela en las decisiones educativas de sus alumnos en el contexto de la transición a las instituciones públicas de educación media superior de la Ciudad de México

An Interdisciplinary Challenge: Method Triangulation in the Field of Brain Development and Motivation

Factors Associated with Disruptive Behaviour in the Classroom

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