Teacher liking as an affective filter for the association between student behavior and peer status

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

doi:10.1016/j.cedpsych.2017.03.004

Cited by 25 publications

(31 citation statements)

References 64 publications

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“…Overall, these findings raise important considerations for educational practices and provide meaningful information regarding the association between prosocial and academic skills—an area of need (Hendrickx et al, 2017). Expanding on the current literature, which underscores the relations among social, language, and reading skills in preschool children (Arnold et al, 2012; Mashburn et al, 2009; Montroy et al, 2014), this study found similar relations within first grade students, emphasizing the developmental continuity in these interrelated skills.…”

Section: Discussionmentioning

confidence: 88%

Direct and reciprocal effects among social skills, vocabulary, and reading comprehension in first grade

Sparapani

Connor

McLean

et al. 2018

Contemporary Educational Psychology

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Social skills and vocabulary are important areas of development involved in early reading achievement, yet little attention has been given to understanding the dynamic associations among them during the elementary years. This study examined the relations among three dimensions of social skills-cooperation, assertion, and self-control-vocabulary and developing reading comprehension (RC) skills in a longitudinal sample of first graders ( = 468). Using Structural Equation Modeling, reciprocal effects were observed between vocabulary and RC as well as direct effects among social skills, vocabulary, and RC after controlling for the influence of problem behaviors. This study highlights the reciprocal nature of students' vocabulary and RC skills as well as provides preliminary evidence suggesting that social skills play a role in developing vocabulary and RC skills, and further, vocabulary and RC skills play a role in social development during middle childhood. Implications for policy and practice are discussed.

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Section: Discussionmentioning

confidence: 88%

Direct and reciprocal effects among social skills, vocabulary, and reading comprehension in first grade

Sparapani

Connor

McLean

et al. 2018

Contemporary Educational Psychology

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“…When bullying occurs, it is useful when teachers know which students tend to behave prosocially as these students may be willing to help the victim. Furthermore, as teachers are important social referents for peer liking (Hendrickx, Mainharad, Boor-Klip, & Brekelmans, 2017), teachers’ knowledge about students’ reputational behavior could enable them to intentionally orient peer preferences (Ahn & Rodkin, 2014), i.e., hinder the association between risk or aggression and status and promote a positive association between prosociality and status.…”

Section: Introductionmentioning

confidence: 99%

Do teachers know their students? Examining teacher attunement in secondary schools

Marucci

Oldenburg

Barrera

2018

School Psychology International

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Using survey data from 457 Italian sixth grade secondary school students ( M age = 11.9, SD = 0.7, 46% girls) and 58 of their teachers ( M age = 45.7, SD = 9.4, 92.8% female) this study examined the extent to which secondary school teachers were attuned to their students. More specifically, we investigated the extent to which teachers were aware of which students were highly liked, disliked, prosocial, aggressive, or engaged in risky behavior. For each of these five dimensions, teacher attunement was measured by comparing teacher’s nominations to the proportion of received peer nominations per student. Then, a general teacher attunement score was constructed by calculating the mean of these five scores. Descriptive analyses showed a moderate teacher attunement, which was highest for prosocial behavior and lowest for risk behavior. It was investigated whether certain teachers had a higher attunement than others. Our analyses showed that teacher attunement was positively associated with the amount of time teachers spent with their students and with their experience as a teacher. Furthermore, attunement was negatively associated with classroom size.

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“…Specifically, prior studies have shown that peer rejection is a major risk factor with regard to difficulties such as loneliness, depression, and anxiety (Kochenderfer-Ladd & Wardrop, 2001;Pedersen, Vitaro, Barker, & Borge, 2007;Prinstein & Aikins, 2004; for a review see Reijntjes, Kamphuis, Prinzie, & Telch, 2010). Moreover, rejected children have been found to engage in aggressive behavior and criminal activities more often, and to experience more academic failure with a higher possibility of school-dropout (Dodge et al, 2003;Hendrickx, Mainhard, Boor-Klip, & Brekelmans, 2017;King, 2015;Ladd, 2006). The finding that rejection by peers is relatively stable over time further complicates the problem of peer rejection: research demonstrated that approximately forty-five percent of the children who were identified as rejected remained rejected over a period of more than three months (for a review see Cillessen, Bukowski, & Haselager, 2000).…”

Section: Introductionmentioning

confidence: 99%

Why can’t I join? Peer rejection in early childhood education and the role of oral communicative competence

Wilt

Veen

Kruistum

et al. 2018

Contemporary Educational Psychology

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The present study investigated the relation between oral communicative competence and peer rejection in early childhood education, as well as gender differences in this relation. Participants were N = 447 children aged 4-6 years. Children's level of oral communicative competence was measured using the Nijmegen Test for Pragmatics and a sociometric method with peer nominations was used to assess their level of peer rejection. Regression analyses revealed that, after controlling for gender, age, and SES, oral communicative competence accounted for unique variance in peer rejection and was negatively related to the extent to which children were rejected by peers: children with poorer oral communicative competence experienced higher levels of peer rejection. No gender differences in this relation were found. Future research demonstrating the causal effect of oral communicative competence on peer rejection can provide early childhood education teachers who try to prevent or reduce peer rejection a strong argument to focus on the promotion of children's oral communicative competence.

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Teacher liking as an affective filter for the association between student behavior and peer status

Cited by 25 publications

References 64 publications

Direct and reciprocal effects among social skills, vocabulary, and reading comprehension in first grade

Direct and reciprocal effects among social skills, vocabulary, and reading comprehension in first grade

Do teachers know their students? Examining teacher attunement in secondary schools

Why can’t I join? Peer rejection in early childhood education and the role of oral communicative competence

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