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

被引：69
作者：
Hughes, Jan N. [1 ]
Im, Myung H. [1 ]
机构：
[1] Texas A&M Univ, College Stn, TX 77843 USA
来源：
CHILD DEVELOPMENT | 2016年 / 87卷 / 02期
关键词：
CHILDRENS SCHOOL ADJUSTMENT; ELEMENTARY-SCHOOL; EXTERNALIZING BEHAVIOR; MEASUREMENT INVARIANCE; SOCIAL-STATUS; ACHIEVEMENT; SUPPORT; ENGAGEMENT; PERCEPTIONS; ACCEPTANCE;
D O I：
10.1111/cdev.12477
中图分类号：
G44 [教育心理学];
学科分类号：
0402 ; 040202 ;
摘要：
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.
引用
收藏
页码：593 / 611
页数：19
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