Our teacher likes you, so I like you: A social network approach to social referencing

Hendrickx, Marloes M. H. G.; Mainhard, Tim; Boor-Klip, Henrike J.; Brekelmans, Mieke

doi:10.1016/j.jsp.2017.02.004

Cited by 37 publications

(31 citation statements)

References 47 publications

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“…In both the ERGM and STERGM models-at T1 and from T1 to T2-reciprocity and triadic closure increased the likelihood of tie formation. Students who FRIENDSHIP AND SUPPPORT NETWORKS received ties from others were more likely to reciprocate those ties, and if two students had ties with the same peer they were more themselves likely to form a tie, which supports previous literature (e.g., Hendrickx et al, 2017;Krivitsky & Handcock, 2014).…”

Section: Discussionsupporting

confidence: 86%

“…In classrooms, teachers can play an outsized role in facilitating relationships between students (Farmer et al, 2011;Gest & Rodkin, 2011;Hendrickx et al, 2017). They can disrupt social hierarchies and foster positive relationships between students (Gest & Rodkin, 2011), and students may see them as a social reference for their views on other students.…”

Section: Implications For Teachers and Researchersmentioning

confidence: 99%

“…They can disrupt social hierarchies and foster positive relationships between students (Gest & Rodkin, 2011), and students may see them as a social reference for their views on other students. For example, if Student i believes a teacher likes Student j, Student j is more likely to be liked by Student i (Hendrickx et al, 2017). Finally, through pedagogy and classroom management, teachers can influence friendship patterns (Gest & Rodkin, 2011, van den Berg et al, 2012.…”

Section: Implications For Teachers and Researchersmentioning

confidence: 99%

“…Finally, teachers can model positive and empathetic relationships with all students (Gest & Rodkin, 2011). These positive teacher-student relationships can impact how peers view students and their willingness to form relationships with them (Hendrickx et al, 2017;Hughes & Chen, 2011).…”

Section: Implications For Teachers and Researchersmentioning

confidence: 99%

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Friendship and support networks among students with disabilities in middle school

Mamas

Björklund

Daly

et al. 2020

International Journal of Educational Research

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This study explored the social processes associated with tie formation in friendship and support networks of Grade 8 students with disabilities. We employed exponential random graph models (ERGMs) and separable temporal exponential random graph models (STERGMs) to explore tie formation in these networks over time. The statistical analysis of network data through ERGMs/STERGMs presents a novel approach in understanding social participation and the use of such approach is exemplified. Results suggest that students with disabilities were more likely to form support ties with each other and less likely to send and receive help ties with others. They were also less likely to receive friendship ties than their peers. Implications for practice in relation to social participation are being discussed.

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Section: Discussionsupporting

confidence: 86%

Section: Implications For Teachers and Researchersmentioning

confidence: 99%

Section: Implications For Teachers and Researchersmentioning

confidence: 99%

Section: Implications For Teachers and Researchersmentioning

confidence: 99%

See 2 more Smart Citations

Friendship and support networks among students with disabilities in middle school

Mamas

Björklund

Daly

et al. 2020

International Journal of Educational Research

View full text Add to dashboard Cite

show abstract

“…The findings in the present study that peers' assessments of playful boys were largely positive in first and second grades on all measures and then abruptly reversed to a negative course, incites disquieting concerns. These results, coupled with the observation that playful boys regarded themselves as socially skilled in first and second grades and then as socially deficient in third grade, identical to the perceptions of teachers and peers, is strongly suggestive of a social referencing transformation (Hendrickx et al, 2017 ) taking place. Teachers who hold and project negative attitudes toward playful boys may influence peers to embrace similar opinions by their remarks, gestures, and behaviors (Maas and Meijnen, 1999 ).…”

Section: Discussionmentioning

confidence: 75%

The Education of Playful Boys: Class Clowns in the Classroom

Barnett

2018

Front. Psychol.

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This longitudinal study identified degrees of playfulness in 278 kindergarten-aged children, and followed them through their next three school years to determine how playfulness was viewed by the children themselves, their classmates, and teachers. Perceptions of the social competence, disruptiveness, and labeling as the class clown, were assessed from all perspectives in each of first through third grades. Hierarchical linear modeling was conducted to account for the nesting of the data (children within classrooms within schools) and for the lack of independence between the measures. A central finding confirmed extant literature in that gender differences were dominant, with playful boys regarded as distinct from their less playful counterparts, while no such discrepancies appeared for girls. Playful boys were increasingly negatively regarded as rebellious and intrusive and were labeled as the “class clown” by their teachers. These findings were in direct contrast with children's self-perceptions and those of their peers, who initially regarded more playful boys as appealing and engaging playmates. The data further revealed that the playful boys were stigmatized by their teachers, and this was communicated through verbal and non-verbal reprimands, and classmates assimilated this message and became increasingly denigrating of the playful quality in the boys. In stark contrast, girls' playfulness levels were not a consideration in ratings by teachers or peers at any grade, nor did their classroom behaviors show significant variation. These negative perceptions were likely transferred by teachers to peers and to the children themselves, whereupon they changed their positive perceptions to be increasingly negative by third grade. The results contribute to the literature by demonstrating that playfulness in boys (but not girls) is often associated with the “class clown” designation, and is viewed as an increasingly lethal characteristic in school classrooms, where compelling efforts are undertaken to discourage its expression and persistence.

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Is teacher preference associated with aggressive behavior among Chinese adolescents: The mediating role of peer rejection and rejection sensitivity

Gao

Xiong

et al. 2023

Aggressive Behavior

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Few studies have explored the potential impact of teacher preferences on students' peer relationships and their broader psycho‐behavioral growth from the perspective of classroom peer ecology. To remedy this research gap, this study hypothesized and tested a serial mediation model in which teacher preference is related to adolescents' aggressive behavior via the indirect paths of forming peer rejection and shaping rejection sensitivity. Using a longitudinal design, two‐wave data were obtained from 2270 Chinese adolescents (initial age = 13.93 ± 0.59, 50.7% boys) over 6 months. The results revealed that teacher preference was negatively associated with aggressive behavior in adolescents, and the mediation model indicated peer rejection and rejection sensitivity served as serial mediators between this link. Additionally, the current study examined the unique affiliations of anxiety and anger about rejection with aggressive behavior respectively, with results supporting them as distinct constructs and highlighting the significance of research integrating both forms of rejection sensitivity. Differences were also identified regarding the role of anxious rejection sensitivity in predicting proactive and reactive aggressive behaviors. The educational implications of these findings and directions for forthcoming research were discussed.

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Our teacher likes you, so I like you: A social network approach to social referencing

Cited by 37 publications

References 47 publications

Friendship and support networks among students with disabilities in middle school

Friendship and support networks among students with disabilities in middle school

The Education of Playful Boys: Class Clowns in the Classroom

Is teacher preference associated with aggressive behavior among Chinese adolescents: The mediating role of peer rejection and rejection sensitivity

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