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
Authors | Wang, Cen, Hatzigianni, Maria, Shahaeian, Ameneh, Murray, Elizabeth and Harrison, Linda J. |
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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. |
Keywords | teacher-child relationship; peer relationship; cluster analysis; self-concept; emotional well-being; school liking |
Year | 2016 |
Journal | Journal of School Psychology |
Journal citation | 59, pp. 1 - 11 |
Publisher | Elsevier |
ISSN | 0022-4405 |
Digital Object Identifier (DOI) | https://doi.org/10.1016/j.jsp.2016.09.003 |
Scopus EID | 2-s2.0-84988649191 |
Page range | 1 - 11 |
Research Group | Institute for Learning Sciences and Teacher Education (ILSTE) |
Publisher's version | File Access Level Controlled |
Place of publication | United Kingdom |
https://acuresearchbank.acu.edu.au/item/869x0/the-combined-effects-of-teacher-child-and-peer-relationships-on-children-s-social-emotional-adjustment
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