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

• Autores: Jan N. Hughes, Myung H. Im
• Localización: Child development, ISSN 0009-3920, Vol. 87, Nº. 2, 2016, págs. 593-611
• Idioma: inglés
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• Dialnet Métricas: 2 Citas
• Resumen

  • 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.