The combined effects of teacher-child and peer relationships on children's social-emotional adjustment

Journal article


Wang, Cen, Hatzigianni, Maria, Shahaeian, Ameneh, Murray, Elizabeth and Harrison, Linda J.. (2016). The combined effects of teacher-child and peer relationships on children's social-emotional adjustment. Journal of School Psychology. 59, pp. 1 - 11. https://doi.org/10.1016/j.jsp.2016.09.003
AuthorsWang, Cen, Hatzigianni, Maria, Shahaeian, Ameneh, Murray, Elizabeth and Harrison, Linda J.
Abstract

Teachers and peers represent two important dimensions of the classroom social ecology that have important implications for children's social-emotional adjustment. This study examined the combined effects of teacher-child relationships (TCR) and peer relationships for 6–7 year-old children on their social-emotional adjustment at 8–9 years. The sample was comprised of children and their teachers participating in the Longitudinal Study of Australian Children (n = 2857). Teachers reported on TCR, peer relationships, and children's emotional well-being, and children provided self-reported self-concept and school liking during a face-to-face interview. The analytic approach extends previous research by modeling TCR and peer relationships in combination, using cluster analysis to understand the nature of 6–7 year-old children's social relationships in the classroom. Five distinct profiles of children were identified: adaptive, teacher-oriented, teacher-child conflict prominent, non-adaptive, and invisible. The adaptive profile had the best outcomes on all three aspects of social-emotional adjustment at age 8–9; the non-adaptive profile had the poorest outcomes, and the invisible group was mid-range. The teacher-oriented and teacher-child conflict prominent groups had mixed outcomes for social-emotional adjustment. Implications for school psychologists and teachers are discussed.

Keywordsteacher-child relationship; peer relationship; cluster analysis; self-concept; emotional well-being; school liking
Year2016
JournalJournal of School Psychology
Journal citation59, pp. 1 - 11
PublisherElsevier
ISSN0022-4405
Digital Object Identifier (DOI)https://doi.org/10.1016/j.jsp.2016.09.003
Scopus EID2-s2.0-84988649191
Page range1 - 11
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
Permalink -

https://acuresearchbank.acu.edu.au/item/869x0/the-combined-effects-of-teacher-child-and-peer-relationships-on-children-s-social-emotional-adjustment

Restricted files

Publisher's version

  • 103
    total views
  • 0
    total downloads
  • 1
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Maternal interactive beliefs and style as predictors of language development in preterm and full term children
Younesian, Sharifeh, Eivers, Areana, Shahaeian, Ameneh, Sullivan, Karen and Gilmore, Linda. (2020). Maternal interactive beliefs and style as predictors of language development in preterm and full term children. Journal of Child Language. https://doi.org/10.1017/S0305000920000148
Developmental diversity in mindreading and metacognition
Kim, Sunae, Shahaeian, Ameneh and Proust, Joelle. (2018). Developmental diversity in mindreading and metacognition. In In J. Proust and M. Fortier (Ed.). Metacognitive Diversity: An Interdisciplinary Approach pp. 97 - 133 Oxford Press. https://doi.org/10.1093/oso/9780198789710.001.0001
Early predictors of escalating internalizing problems across middle childhood
Wang, Cen, Williams, Kate N. and Shahaeian, Ameneh. (2018). Early predictors of escalating internalizing problems across middle childhood. School Psychology Quarterly. 33(2), pp. 200 - 212. https://doi.org/10.1037/spq0000218
Early shared reading, socioeconomic status, and children’s cognitive and school competencies : Six years of longitudinal evidence
Shahaeian, Ameneh, Wang, Cen, Tucker-Drob, Elliot, Geiger, Vince, Bus, Adriana G. and Harrison, Linda J.. (2018). Early shared reading, socioeconomic status, and children’s cognitive and school competencies : Six years of longitudinal evidence. Scientific Studies of Reading. 22(6), pp. 485-502. https://doi.org/10.1080/10888438.2018.1482901
Understanding relational aggression during early childhood: an examination of the association with language and other social and cognitive skills
Shahaeian, Ameneh, Razmjoee, Maryam, Wang, Chen, Elliott, Stephen and Hughes, Claire. (2017). Understanding relational aggression during early childhood: an examination of the association with language and other social and cognitive skills. Early Childhood Research Quarterly. 40, pp. 204 - 214. https://doi.org/10.1016/j.ecresq.2017.04.002
Language development mediates the relationship between gender and relational aggression: A study of Iranian preschool children
Razmjoee, Maryam, Harnett, Paul H. and Shahaeian, Ameneh. (2016). Language development mediates the relationship between gender and relational aggression: A study of Iranian preschool children. Australian Journal of Psychology. 68(4), pp. 312 - 318. https://doi.org/10.1111/ajpy.12109
Towards a better understanding of the relationship between executive control and theory of mind : An intra-cultural comparison of three diverse samples
Shahaeian, Ameneh, Henry, Julie, Razmjoee, Maryam, Teymoori, Ali and Wang, Cen. (2015). Towards a better understanding of the relationship between executive control and theory of mind : An intra-cultural comparison of three diverse samples. Developmental Science (online version). 18(5), pp. 671 - 685. https://doi.org/10.1111/desc.12243
Intelligibility in Context Scale: Normative and validation data for English- speaking preschoolers
Mcleod, Sharynne, Crowe, Kathryn and Shahaeian, Ameneh. (2015). Intelligibility in Context Scale: Normative and validation data for English- speaking preschoolers. Language, Speech and Hearing Services in Schools. 46, pp. 226 - 276. https://doi.org/10.1044/2015_LSHSS-14-0120
Sibling, family, and social influences on children's theory of mind understanding : New evidence from diverse intracultural samples
Shahaeian, Ameneh. (2015). Sibling, family, and social influences on children's theory of mind understanding : New evidence from diverse intracultural samples. Journal of Cross-Cultural Psychology. 46(6), pp. 805 - 820. https://doi.org/10.1177/0022022115583897
Iranian mothers' disciplinary strategies and theory of mind in children : A focus on belief understanding
Shahaeian, Ameneh, Nielsen, Mark, Peterson, Candida and Slaughter, Virginia. (2014). Iranian mothers' disciplinary strategies and theory of mind in children : A focus on belief understanding. Journal of Cross-Cultural Psychology. 45(7), pp. 1110 - 1123. https://doi.org/10.1177/0022022114534772
Knowledge and belief understanding among Iranian and Australian preschool children
Shahaeian, Ameneh, Nielsen, Mark, Peterson, Candida C., Aboutalebi, Maedeh and Slaughter, Virginia. (2014). Knowledge and belief understanding among Iranian and Australian preschool children. Journal of Cross-Cultural Psychology. 45(10), pp. 1643 - 1654. https://doi.org/10.1177/0022022114548484
Cultural and family influences on children's theory of mind development: A comparison of Australian and Iranian school-age children
Shahaeian, Ameneh, Nielsen, Mark, Peterson, Candida and Slaughter, Virginia. (2014). Cultural and family influences on children's theory of mind development: A comparison of Australian and Iranian school-age children. Journal of Cross-Cultural Psychology. 45(4), pp. 555 - 568. https://doi.org/10.1177/0022022113513921
The short-term impact of a problem-solving skills programme for Iranian parents
Shokoohi-Yekta, Mohsen, Harnett, Paul, Parand, Akram and Shahaeian, Ameneh. (2011). The short-term impact of a problem-solving skills programme for Iranian parents. Clinical Psychologist. 15(2), pp. 85 - 89. https://doi.org/10.1111/j.1742-9552.2011.00027.x
Culture and the sequence of steps in theory of mind development
Shahaeian, Ameneh, Peterson, Candida, Slaughter, Virginia and Wellman, Henry. (2011). Culture and the sequence of steps in theory of mind development. Developmental Psychology. 47(5), pp. 1239 - 1247. https://doi.org/10.1037/a0023899