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)
Place of publicationUnited Kingdom
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