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The teacher-child relationship and children’s early school. Journal of School Psychology, 35, 61-79

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Abstract

The teacher-child relationship may serve important support functions for young children in their attempts to adjust to the school environment. A sample of kindergarten children (N = 206, mean age = 5.58 years) and their teachers participated in the present study, which was designed to examine how three distinct features of the teacher-child relationship (closeness, dependency, and conflict) were related to various aspects of children's school adjustment. Dependency in the teacher-child relationship emerged as a strong correlate of school adjustment difficulties, including poorer academic performance, more negative school attitudes, and less positive engagement with the school environment. In addition, teacher-rated conflict was associated with teachers' ratings of children's school liking, school avoidance, self-directedness, and cooperative participation in the classroom. Finally, teacher-child closeness was positively linked with children's academic performance, as well as teachers' ratings of school liking and self-directedness. The findings highlight the importance of considering various features of children's relationships with classroom teachers when examining young children's school adjustment.

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... He assessed the quality of the relationship through dimensions of closeness, conflict, and dependence. When the teacherstudent relationship is marked by closeness, children tend to exhibit higher levels of overall academic adjustment compared to peers with lower levels of closeness (Birch and Ladd, 1997). Negative relational styles, characterized by high levels of conflict and dependence, are consistently associated with academic adjustment problems and play a significant role in predicting future school outcomes (Harmre and Pianta, 2011). ...
... In contrast, students would be school avoidant (Martin and Collie, 2018). Conflict in the teacher-student relationship is positively associated with school avoidance and negatively related to school liking, self-regulation, and cooperation in the classroom (Birch and Ladd, 1997). ...
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Introduction Returned migrant children have not received widespread attention in China, and research on their academic adjustment is still limited. Teachers are important individuals who influence the academic development of returned migrant children, and the aim of the study is to analyze the mechanism by which the teacher-student relationship affects their academic adjustment. Methods This study followed a sample of 1921 returned migrant children across 8 counties in central and western China, using an academic adjustment scale, a teacher-student relationship scale, a school attitude scale, and a resilience scale. Pearson-moment correlations were used to analyze the the correlations among all variables, and the PROCESS macro (Model 6) in SPSS was used to examine the mediating effects. Results The findings indicated that the teacher-student relationship significantly and positively predicted academic adjustment. Furthermore, the relationship indirectly influenced academic adjustment through school attitude and resilience, which acted as chain mediators. Discussion The findings highlight the importance of the teacher-student relationship in development outcomes. Moreover, early intervention and prevention efforts should be taken to improve their educational experience.
... School Liking and Avoidance Questionnaire, SLAQ) [24], Учительская шкала для оценки школьной адаптации (от англ . Teacher Rating Scale of School Adjustment, TRSSA) [13], Короткая форма учительской шкалы для оценки школьной адаптации (от англ . Teacher Rating Scale of School Adjustment Short Form, TRSSA-SF) [12] . ...
... Опросник позволяет получить информацию по следующим аспектам школьной адаптации: «Познавательная активность» (пункты: 2, 3, 4, 11,12,13), «Регуляция поведения» (пункты: 5*, 7*, 10), «Социальное взаимодействие» (пункты: 1, 6*, 14) и «Психоэмоциональное напряжение» (пункты: 8,9) . ...
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p>The results of earlier studies indicate that school maladaptation is associated with a number of negative consequences, including poor academic performance, increased anxiety and unpopularity of the child among peers. However, reliable instruments for timely identification of school adaptation difficulties are not yet available in the Russian-speaking space; the use of foreign instruments is not possible due to cultural differences and peculiarities of the organisation of the educational process in different countries. This study highlights the development of a school adjustment questionnaire, including determining its optimal structure and assessing the feasibility of relying on self-reported information about school adjustment. Two identical versions of the questionnaire were developed, one for children and one for teachers. Sixteen teachers and 232 first-grade pupils participated in the study. Through a combination of exploratory and confirmatory factor analysis, a four-factor model of the teacher questionnaire was found to have the highest goodness of fit, including scales assessing cognitive activity, behaviour regulation, social inclusion and psycho-emotional stress. Data from children themselves did not prove to be reliable enough for differentiated assessment of aspects of school adaptation. The study has drawn the necessary conclusions for the further development of an instrument to assess school adaptation of children in Russia.</p
... Closeness in the teacher-child relationship supports children's adaptation to school and improves their social-emotional and academic abilities (Driscoll & Pianta, 2010). Children with close relationships with their teachers have positive attitudes toward school (Birch & Ladd, 1997). They adapt better to school (Pianta et al., 1995), have higher academic success (Pianta & Stuhlman, 2004), and have improved language and literary abilities (Burchinal et al., 2002). ...
... It is characterized by tension and anger between the teacher and the child (Van Campen et al., 2009). Conflict relationships may cause children to drift apart from school and negatively toward school (Birch & Ladd, 1997). Children who develop conflicting relationships with their teachers love school less, attend fewer activities (Ladd & Burgess, 2001), and have lower academic success (Hamre & Pianta, 2001;Pianta & Stuhlman, 2004;Spilt et al., 2012). ...
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During the early stages of childhood, educators play a pivotal role as influential figures in a child’s life. The dynamic between teacher and child holds the potential to either foster or jeopardize the child’s developmental trajectory. The present study investigated the predictive role of teacher-child relationships in behavior problems for Turkish children. A predictive correlation design was used in this study. Eight preschool teachers rated the quality of their relationships with 138 children aged 4–6 years and their externalizing and internalizing problem behaviors. Findings revealed that the quality of the teacher-child relationships was a significant predictor of both externalizing and internalizing problems. Closeness in teacher-child relationships is associated with a decrease in children’s externalizing and internalizing behavior problems. Conflicts in teacher-child relationships, in contrast, have been linked to increased problem behaviors exhibited by children. Notably, conflict emerges as a more influential predictor for externalizing behavior problems, whereas the level of closeness exerts a more substantial influence on internalizing behavior problems. Findings provide new perspectives on how teacher-child relationship patterns affect children’s behavior problems in Turkey context.
... Literature (Roorda et al., 2011(Roorda et al., , 2017 showed that the affective aspect of the relationship with teacherssuch as closeness (Birch & Ladd, 1997;Pianta et al., 1995) or affiliation (Murray & Greenberg, 2000)-plays a significant role in students' school adjustment. Particularly, warm and supportive teacher-student relationships among primary school children are associated positively with children's school achievement (Baker, 2006;Hamre & Pianta, 2001), positive attitudes towards school, perceived academic competence, and prosocial behaviour (Longobardi et al., 2021). ...
... To detect multicollinearity, we calculated variance inflation factors (VIF) performing OLS regressions of each outcome (GPA, reading comprehension, school belongingness) on predictors (immigrant generation, SES, age, gender, cultural capital, teacher-child relationship, peer relationship, German proficiency) using RStudio (Posit Team, 2023). VIF values ranged between 1.00 and 1.28, which are under the threshold of 5, thus we considered them as acceptable (Belsley et al., 2005). We calculated the percentage of participants that had the lowest or the highest score of each variable to check the presence of floor and ceiling effects. ...
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Background According to the risk and resilience perspective, protective factors can attenuate the effect of risks and challenges on children's adjustment. For immigrant and refugee children, supportive relationships in the new context can be particularly beneficial. We expected that supportive school relationships play a protective role for the school adjustment of first‐generation immigrant and refugee and non‐immigrant children, by moderating the effect of one acculturative challenge (i.e., school language proficiency). Aims We investigated the moderating roles of teacher–child and peer relationship quality on the association between German language proficiency and school adjustment (i.e., school achievement and belongingness) among first‐generation immigrant and refugee and non‐immigrant children. Sample We recruited n = 278 fourth grade children ( M age = 10.47, SD age = .55, 53.24% female; 37% first‐generation immigrant and refugee children). Methods Questionnaires assessed children's reported teacher–child and peer relationship quality and school belongingness. One vocabulary test measured children's German proficiency. School achievement was assessed by their grade point average (GPA) and by a reading comprehension test. To investigate our hypotheses, we performed path analyses. Results Teacher–child relationship mitigated the effect of German proficiency on children's reading comprehension among all children and on GPA among immigrant and refugee children only. Peer relationship buffered the negative effect of German proficiency on school belongingness. Conclusions Teacher–child and peer relationship quality can be beneficial for the school adjustment of both first‐generation immigrant and refugee children and non‐immigrant children.
... At the micro-level, individual factors such as students' gender, migration background, and SES are considered to influence how a teacher perceives a particular child, e.g., teachers' perceptions about less favorable behavior and poorer academic performance of students may influence their internal working models of relationships with certain groups of students (McGrath & van Bergen, 2015). The quality of TSR as a dyadic phenomenon can be assessed using two distinct dimensions: Closeness and conflict (Birch & Ladd, 1997;Hamre & Pianta, 2001;Koomen & Jellesma, 2015;Pianta et al., 2003). Closeness thereby refers to the warmth and security experienced in a relationship with a teacher and the degree of comfort to reach for support from teachers. ...
... Despite the theoretical and empirical approaches supporting the influence of TSR on SSR, it is worth noting that the relationship between TSR and SSR could also be examined from the opposite direction. Building upon the expectation that peer acceptance has an impact on students' engagement (Zimmer-Gembeck et al., 2006) and academic self-efficacy (Buhs, 2005), it could be hypothesized that both in turn influence TSR (Birch & Ladd, 1997;Hughes et al., 2008;Mercer & DeRosier, 2008). Furthermore, empirical research provides evidence supporting the existence of reciprocal associations between the dimensions TSR and SSR. ...
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Student well-being has gained prominence on both the scientific and political agendas, as it is recognized as a crucial skill in addressing the economic, ecological, and social challenges of the 21st century. Relationships that students form with teachers and peers in the classroom are important for their academic, social, and emotional development. Building and maintaining positive relationships contributes to psychological growth and well-being. This article strives for a deeper understanding of the association between student well-being and classroom relationships from the students' perspective. Mediation regression analysis was conducted between student well-being, teacher-student relationships, and student-student relationships to overcome limitations of prior studies using a unidimensional approach on student well-being and considering relationships in separate models. This study shows that both relationships are related to student well-being, however associations differ regarding different dimensions of student well-being and students' individual factors such as gender, migration background , and socioeconomic status. Providing a multi-dimensional approach on student well-being as well as taking both relationships into account adds to a profound understanding of processes in classrooms. Insights on these relations can help educators, schools and researchers develop strategies to foster relationships in the classroom and, in succession, enhance well-being in school.
... Attachment research has typically identified three dimensions in teacher-student relationships: closeness, conflict, and dependency (Birch and Ladd 1997;Pianta, Steinberg, and Rollins 1995). Closeness refers to the extent to which students and teachers experience mutual warmth and open communication, and the student feels confident in seeking and receiving emotional support from the teacher (Thijs and Fleischmann 2015). ...
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Objective: This meta-analysis provides the first comprehensive synthesis of associations between student and teacher personality traits and the quality of teacher–student relationships. Method: Fifty-five studies met the eligibility criteria, contributing a total of 238 effect sizes. We used multivariate meta-analysis with robust variance estimation (RVE) to model the dependency of effect sizes. Results: Student prosocial behavior (ρ = 0.59) and proactive personality (ρ = 0.48) were the strongest predictors of positive teacher–student relationship quality. All Big Five traits of students, except neuroticism, showed significant positive associations, with all correlations exceeding 0.4 when holding constant with all other moderators. Teacher agreeableness (ρ = 0.31) and con- scientiousness (ρ = 0.29) yielded modest associations. Students with less emotional stability or aggressive behaviors were more likely to experience negative teacher–student relationships, such as conflict and dependency. Conclusion: Our findings highlight the critical role of student personality in explaining the quality of teacher–student interac- tions. Multiple traits appear equally important, as indicated by comparable effect sizes. The literature is relatively limited when it comes to teacher personality. We were unable to examine teacher traits in relation to teacher–student conflict and dependency, but, overall, agreeable and conscientious teacher behaviors appeared to be important for favorable interactions, whereas teacher neuroticism may undermine the quality of such interactions.
... The particularly strong relationship between positive student-teacher relationships and critical thinking dispositions highlights the pivotal role of teachers as facilitators of a culture of critical inquiry. This finding is consistent with the tenets of attachment theory, which posits that secure attachments to teachers can encourage students' exploration and mastery of their environment, including intellectual activities [58]. Such a welcoming and nurturing relationship between a teacher and a student provides the student with a sense of security, allowing them to approach complex critical thought with the knowledge that they can consult with a figure who can offer guidance and support. ...
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The objective of this study is to ascertain whether school climate and students’ epistemological beliefs serve as predictors of sustainable critical thinking dispositions in middle school students. This research is designed as a correlational study. A total of 585 students from four middle schools in Çanakkale, Turkey, participated in the research. To this end, the researchers administered the Critical Thinking Disposition Scale, the Middle School Students’ Epistemological Belief Scale, and the School Climate Survey, gradually collecting the raw data. Following the collection of the data, they were subjected to analysis using multiple linear regression. The results of the statistical analysis demonstrated that the students’ critical thinking dispositions were significantly predicted by both epistemological beliefs and school climate. In other words, belief in the omniscient power of authority and quick learning were found to have a negative correlation with critical thinking, whereas belief in simple knowledge was observed to have an inverse positive relationship. The dimension of the school climate, relating to positive student–teacher relations, appeared to constitute a prospective positive predictor, while authoritarian student–teacher relations and the lack of resources were identified as the main negative classroom environment factors. The study highlights the complex mutual influence of individual beliefs and the learning environment in the development of critical thinking dispositions.
... Research has shown that student-teacher conflict is a significant barrier to children's active participation in the classroom [1]. This conflict can not only reduce students' engagement in classroom activities but can also lead to increased misbehaviors [10] and decreased cooperation [13]. Conflictual student-teacher relationships negatively impact a child's sense of belonging, perceived competence, and ultimately, participation [14]. ...
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The purpose of this explanatory sequential mixed-methods study is to explain teacher–student relationships in preschool classrooms in terms of the child’s temperament and the pre-service preschool teachers’ personalities. The study was conducted using a sequential exploratory mixed-methods design. Since both quantitative and qualitative data were obtained, sampling was carried out in two stages: quantitative random stratified sampling, and qualitative purposive sampling. Quantitative data were obtained from 126 pre-service teachers. The qualitative study group consisted of 18 pre-service teachers. Quantitative data were collected using the Student–Teacher Relationship Scale-Short Form, the Short Temperament Scale for Children (STSC), and the Five Factor Personality Inventory (FPI). Qualitative data were obtained from interviews with 18 teachers. The findings revealed that the student–teacher relationship can be explained by adult and child characteristics. In addition, pre-service teachers’ perceptions of the student–teacher relationship are explained by adult characteristics much more than pre-service teachers’ perceptions.
... Participant P2 drew attention to the negative teacher attitude and stated, "I was under pressure because the teachers put pressure on me." Although students interact with many adults in their school lives, they form a special bond with their teachers, especially with their primary school teachers (Birch & Ladd, 1997). P1 stated: ...
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School dropout is a persistent problem in educational sciences, and sample research has been conducted on this issue. Research has associated school dropout with various reasons, including academic failure. The current study aims to investigate the reasons of mathematics-related school dropout, as a sub-area of academic failure. The study adopted a mixed methods research design. In the quantitative phase, 955 adults completed a questionnaire regarding their school dropout and not continuing to a further school level. The quantitative data were analyzed using SPSS 25.0 program. The descriptive statistics revealed the reasons of general school dropout as family-related reasons, academic failure, environmental conditions, personal reasons, social reasons, teacher factor, health problems, and financial reasons. The inferential statistics (the chi-square test of independence) confirmed that adults’ school dropout was not independent of mathematics failure. The qualitative data analysis program, MAXQDA 2020, was used to account for the reasons of mathematics-related middle school and high school dropout in detail. To this end, interviews were held with two participants who dropped out of middle and high school, and their statements revealed that the reasons of mathematicsrelated school dropout or not continuing to a further school level were mathematics attitude, test anxiety, mathematics anxiety, teacher’s attitude, social factors, and main shortcomings. The qualitative data were analyzed through the singlecase model and two-cases model and presented with MAXmaps. The results demonstrated that the qualitative findings explained and confirmed the quantitative findings. The study offers several recommendations for various disciplines based on the findings.
... In our study, it was shown that autonomy support, i.e., classroom conditions in which students feel free to express opinions, pursue interests, and ask questions, greatly influences the development of both agentic and all other types of engagement, which has the potential to transform and strengthen learning and bring it closer to students; • In addition to the above, the use of this scale in the assessment of student engagement can show teachers how students emotionally, behaviorally, cognitively, and agentically experience teaching activities, i.e., how they react, how they behave, how they learn, and what they undertake within the teaching process, which can direct them and help them in further adequately designing STEAM lessons according to the needs and interests of the children. Our study offers clear insights into this, as well as an example of a STEAM activity that can support teaching practice from this aspect; • In previous studies, it was confirmed that teachers who work with students of lower school age focus more on activating the behavioral components of engagement, while teachers who work with higher school students focus more on activating the cognitive components of engagement (Birch & Ladd, 1997;Greene et al., 2004;Reeve & Tseng, 2011), which did not prove to be the best in teaching practice. Assessment of student engagement using the EBCA scale can help teachers focus on redesigning teaching activities, i.e., on balancing and equally activating all types of student engagement, because in this way all components important for the learning process and students themselves can be ensured. ...
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Emerging technologies can potentially transform education through student engagement. The aim of our study is threefold. Firstly, we aspired to examine the validity and reliability of Reeve and Tsengs’ 4-construct (emotional, behavioral, cognitive, and agentic) engagement scale (EBCA scale). Secondly, we aimed to examine whether and to what extent the integration of emerging technology through virtual simulations (VS) in STEAM activities can improve students’ perceived engagement. Thirdly, we strived to examine how the order of integration of VS in STEAM activities affects students’ perceived engagement. A cross-over research design was used. 84 primary school students (9–10 years old) were assigned to one of the following conditions: STA (science + technology + art); SA (science + art); STA + SA; and SA + STA. The results showed that the 4-factor EBCA scale model is aligned and fits the overall sample well. It was also observed that the longer students are involved in STEAM activities, the better their perceived engagement is, and the more they work on VS, the more they develop the values of attentive listening, directing attention, and investing effort in learning. The order of integration of VS affects perceived engagement, and students who learn with them first perceive engagement better. One of the implications of our study is to examine the metric characteristics of the EBCA scale on different samples as well. Other recommendations are stated in the discussion.
... In early school years, the quality of teacher-student relationship contributes to students' school adaptation, academic and social development (Pianta, 1999;Pianta & Stuhlman, 2004), and learning motivation (Pakarinen et al., 2021). In the present study, the quality of the teacher-student relationship was investigated in terms of closeness and conflict in Grade 1. Closeness refers to teachers' perception of affection, warmth, and openness in the teacher-student relationship (Birch & Ladd, 1997), whereas teacher-student conflict refers to perceived negativity of the teacher towards the student (Jerome et al., 2009). Previous studies have shown the link between the teacher-student relationship and student characteristics, such as student behaviour (Doumen et al., 2008), and academic achievement (Hamre & Pianta, 2001). ...
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This study investigated associations between quality of the teacher–student relationship (closeness and conflict) and teachers’ (N = 48) visual focus of attention in Grade 1 classrooms in fall and spring, and it explored to what extent students’ (N = 650) gender and task-avoidant behaviour moderated the associations. Results showed first that teacher–student closeness was positively associated with teachers’ visual focus of attention in the fall and spring, whereas teacher–student conflict was positively associated with teachers’ visual focus of attention only in the spring. In addition, the results of multigroup analysis showed that students’ task-avoidant behaviour had a moderating effect on the association between the quality of the teacher–student relationship and teachers’ visual focus of attention in the spring, but gender did not.
... Closeness between an adult and a child refers to the degree of warmth, positive affect, and child ease in approaching the adult; conflict refers to negativity or lack of rapport between the adult and child (Ladd & Burgess, 2001). High-quality parent-child and teacher-child relationships during early childhood lay the foundation for a wide range of positive school outcomes (Buehler & Gerard, 2013;Chung, Phillips, Jensen, & Lanier, 2020), contributing to children's engagement and sense of belonging in the classroom (Birch & Ladd, 1997;Pianta, 1999). Of note, compared with studies of mothers and teachers, research to date has largely overlooked the role of father-child relationships (Verschueren, 2020) despite evidence of the importance of fathers for children's school success (Hill, 2015). ...
... In education, it is crucial to pay attention to learner diversity to give all students the opportunity to develop to their full potential, but also to be aware of their view of the world. Its relevance is increased by literature showing that social teacher-student interaction at school has a positive influence on the identity formation and self-esteem of learners (Agirdag, Van Houtte, and Van Avermaet 2012;Birch and Ladd 1997;Hamre and Pianta 2001). Research into the school careers of 14-to15-year-olds shows that ethnic and socio-economic characteristics are predictors of educational career choices in Flanders (Clycq et al. 2014). ...
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Given the challenging and complex task of school leaders to ensure quality education, peer learning is important for both professional and school development. Structural inter-school networks are relevant in the context of collective learning. Initiating quality partnerships between school leaders sustainably is challenging. Using a mixed-methods approach, we examine professional learning communities (PLCs) as a form of formal collective learning developed within existing inter-school networks during a two-year professionalization trajectory, what the experienced (learning) outcomes are, and which variables affect sustainable long-term development. Data collection was based on online surveys and in-depth interviews. Results indicate that the quality of collective learning increased significantly during the two-year trajectory. Most explanatory of the PLC’s continued sustainability as a professional network for school leaders is the PLC’s perceived approach during the PT. The perceived facilitating role of the inter-school network influences structural choices regarding future continuation and approach. It also demonstrates the need to invest in sustainable collective learning. Further longitudinal research into the sustainability of PLCs within inter-school networks and the quality of coaches is recommended.
... Participant P2 drew attention to the negative teacher attitude and stated, "I was under pressure because the teachers put pressure on me." Although students interact with many adults in their school lives, they form a special bond with their teachers, especially with their primary school teachers (Birch & Ladd, 1997). P1 stated: ...
Article
Full-text available
School dropout is a persistent problem in educational sciences, and sample research has been conducted on this issue. Research has associated school dropout with various reasons, including academic failure. The current study aims to investigate the reasons of mathematics-related school dropout, as a sub-area of academic failure. The study adopted a mixed methods research design. In the quantitative phase, 955 adults completed a questionnaire regarding their school dropout and not continuing to a further school level. The quantitative data were analyzed using SPSS 25.0 program. The descriptive statistics revealed the reasons of general school dropout as family-related reasons, academic failure, environmental conditions, personal reasons, social reasons, teacher factor, health problems, and financial reasons. The inferential statistics (the chi-square test of independence) confirmed that adults’ school dropout was not independent of mathematics failure. The qualitative data analysis program, MAXQDA 2020, was used to account for the reasons of mathematics-related middle school and high school dropout in detail. To this end, interviews were held with two participants who dropped out of middle and high school, and their statements revealed that the reasons of mathematicsrelated school dropout or not continuing to a further school level were mathematics attitude, test anxiety, mathematics anxiety, teacher’s attitude, social factors, and main shortcomings. The qualitative data were analyzed through the singlecase model and two-cases model and presented with MAXmaps. The results demonstrated that the qualitative findings explained and confirmed the quantitative findings. The study offers several recommendations for various disciplines based on the findings.
... A high-quality teacher-student relationship is beneficial for students to develop stronger academic motivation (O'Connor and McCartney, 2007). A positive teacher-student relationship is conducive to creating a warm, supportive, and harmonious classroom environment, which helps students learn more actively and communicate with teachers more proactively (Birch and Ladd, 1997). Additionally, some researchers claim that the degree to which students believe that their teachers take care of them also affects their academic motivation. ...
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Introduction This study investigated the influence of teacher–student relationship on Chinese high students' academic motivation for the ideological and political subject and the parallel mediating roles of positive and negative academic emotions on this influence. Method The participants of this study were 425 Chinese high school students. This study measured teacher–student relationship, academic motivation, and academic emotions through several self-reported questionnaires. Structural equation models were used to analyze data and investigate the direct and indirect influence of teacher–student relationship on Chinese high school students' academic motivation for the ideological and political subject. Results Teacher–student relationship had a significant, positive, and direct impact on Chinese high school students' academic motivation for the ideological and political subject. Moreover, positive and negative academic emotions, in parallel, mediated the relationship between these two factors. Discussion This study demonstrates the important influence of teacher–student relationships on Chinese high school students' academic motivation for the ideological and political subject. A positive teacher–student relationship can directly increase students' academic motivation for this subject and indirectly enhance their motivation by generating positive academic emotions. Therefore, teachers should express care for their students, make friends with them, and be their partners in learning and life. Additionally, teachers need to pay close attention to students' academic emotions and provide them emotional support so that they can develop positive academic emotions while learning, and strive to establish and maintain a good teacher–student relationship.
... Lower scores on this sub-scale indicate a positive relationship with minimal conflict. Lastly, the dependency sub-scale assesses the extent to which students rely on their teachers for emotional support and guidance (Birch and Ladd, 1997). ...
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Introduction This study delves into the intricate synergy between teacher mindfulness and the quality of teacher-student relationships, with a specific and deliberate focus on the mediating influence of emotional intelligence. The way teachers engage with their students not only impacts the learning outcomes but also contributes significantly to the overall classroom atmosphere. Understanding the underlying mechanisms that drive these relationships is crucial for educators and policymakers alike. This research seeks to shed light on these critical dynamics. Methods To investigate this multifaceted interplay, a participant pool of 369 Chinese English teachers was assembled. The research employed a comprehensive approach to data collection, utilizing self-report questionnaires completed by the instructors. Structural equation modeling, a robust statistical technique, was employed to rigorously analyze the collected data. Results The data analysis unveiled a robust and direct association between teacher mindfulness and the quality of teacher-student relationships. Beyond this primary link, a noteworthy revelation emerged: emotional intelligence, as measured through our analysis, was identified as a pivotal mediating factor in this relationship. This finding highlights the intricate web of emotions, awareness, and interpersonal interactions that underpin effective teaching and positive teacher-student relationships. Discussion These significant findings underscore the critical roles of teacher mindfulness and emotional intelligence in shaping the educational landscape. The implications of this study reach far beyond academia, extending to the development of tailored educational interventions and support strategies.
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Riassunto Questo studio ha lo scopo di indagare il ruolo dell'intelligenza emotiva di docenti di scuola primaria, nella qualità della relazione insegnante-studente. La novità di questo lavoro consiste nell'uso di metodologie diversificate per dare voce sia agli insegnanti sia agli alunni allo scopo di indagare il nesso tra intelligenza emotiva dei docenti e la qualità della relazione insegnante-studente. In particolare, ai docenti sono stati somministrati due questionari self report mentre con gli alunni (età media 8,67; DS=.59) è stato utilizzato lo strumento del disegno. Si tratta, in particolare, di un primo studio esplorativo condotto su un piccolo campione composto da 6 inse-gnanti di classi terze e quarte e da 79 bambini. I risultati, ottenuti dai questionari e dai disegni, mettono in evidenza che le insegnanti con livelli di EI più alti hanno anche migliori relazioni con gli studenti. Invece confrontando il punto di vista di docenti e alunni sulla loro relazione si evidenzia una correlazione moderata.
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Research Findings: This study examined the associations between children’s Approaches to Learning (ATL) and their caregiver-child and teacher-child relationships in rural Chinese preschools, distinguishing between boarding and non-boarding children. Teachers reported on ATL and teacher-child relationships for 233 children from rural boarding preschools in December 2018 (Time 1 [T1]) and December 2019 (Time 2 [T2]), while the primary caregivers reported on caregiver-child relationships. Results showed that T1 caregiver-child conflict was linked to lower T2 competence motivation and attention and persistence in children, while T1 teacher-child closeness correlated with increased T2 attention and persistence. Moreover, boarding status moderated some associations between ATL and adult-child relationships. Specifically, T1 caregiver-child closeness had a negative impact on later learning strategy only for boarding preschoolers, whilst T1 competence motivation was positively associated with later teacher-child closeness among non-boarding preschoolers. Practice or Policy: These findings provide valuable insights for tailoring interventions to enhance the approaches to learning in rural boarding preschoolers. Additionally, practical recommendations are outlined for caregivers and teachers.
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The inclusion in English language education was evaluated by examining the relationship between academic achievement and high school students' engagement in EFL classrooms in this study. The grade point average (GPA) of students and the four components of their involvement—the cognitive, behavioral, affective, and agentic—were explored by the mixed-methods approach. The GPAs of 188 eleventh graders and levels of engagement in the EFL classrooms, were gathered through a closed-ended questionnaire. In-depth information was also obtained through a semi-structured interview. The results revealed that students frequently engaged in all four aspects of learning in EFL classes; however, the agentic component had the least impact on students' engagement. There was a noticeable correlation between the students' academic achievement and their learning engagement. The agentic dimension was closely linked to the affective aspect, which experienced the greatest influence. The study also offers some recommendations for teachers and learners to improve the quality in teaching and learning English.
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Student engagement is widely considered to be a multidimensional construct consisting of behavioral, cognitive, and affective components. Recent research has examined student engagement in science learning contexts using holistic approaches that account for multidimensionality through the identification of engagement profiles. However, it is not yet clear whether identified science engagement profiles are consistent across different samples, different learning environments, or different modes of measurement. Using data from three extant data sets involving middle-and high-school aged youth, we explored the consistency of students' situational engagement profiles across science learning environments (formal and informal) and modes of measurement (experience sampling and end-of-class reports). Results from latent profile analyses of students' behavioral, cognitive, and affective engagement identified four common profiles across the three data sets, though each data set had its own unique profile solution (ranging from 5-7 profiles). Consistent profiles across the three data sets included universally low, moderate, recreational, and full engagement. Three additional engagement profiles were identified (rational, purposeful, and busy engagement), though they emerged inconsistently across the samples. Findings speak to the applicability of conceptual frameworks of engagement to science learning contexts. Results are discussed considering environmental (formal vs. informal learning environments) and methodological considerations (experience sampling vs. end of class report).
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Depression is highly prevalent among left-behind children (LBC) in China. Previous research has suggested that attachment relationships may be linked to depression in LBC; however, the connections between different types of attachment relationships and depression, as well as the potential mechanisms involved, remain underexplored. This study utilized a longitudinal design to investigate the associations between multiple attachment relationships and depression among LBC, focusing on the mediating role of self-compassion. A sample of 604 elementary school LBC completed a series of questionnaires assessing mother–child attachment, father-child attachment, peer attachment, teacher-student relationships, self-compassion, and depression at two time points: baseline (T1) and six months later (T2). Results indicated that, among the four types of attachment relationships, only teacher-student relationships negatively predicted depression. Self-compassion mediated the associations between multiple attachment relationships and depression, such that higher levels of multiple attachment relationships enhanced self-compassion, which subsequently reduced depressive symptoms. Furthermore, the predictive effect of the teacher-student relationship on self-compassion was more significant than that of the other three attachment relationships, which did not differ significantly in their prediction of self-compassion. These findings expand existing knowledge regarding the roles of attachment relationships and self-compassion in LBC, highlighting that self-compassion and teacher-student relationships are significant predictors of later depression in this population.
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This study went beyond the parent-child relationship and estimated justice-involved youths’ social bonds with mentors, teachers, facility staff, and peers during incarceration. Furthermore, rather than testing the widely found link between social bonds and recidivism, the study examined the factors that enabled youths to develop bonds during incarceration. Based on four waves of data of confined youth, the author used structural equation modeling and bootstrapping to examine how communication skills enabled the cultivation of social bonds and thus indirectly inhibited recidivism. Findings revealed that better communication skills were associated with a lower likelihood of recidivism. This crime-inhibitory effect was completely mediated by the prosocial bonds youths developed during incarceration. This study added to the literature by identifying the factors that explained one’s capacity to build social bonds. Implications for intervention programming were also discussed.
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Purpose This study analysed students’ perceptions of teachers’ behaviours, teachers’ management practices and the use of inputs by teachers and whether these are associated with primary school progression and completion. Design/methodology/approach School-level fixed effect analysis is conducted using cross-sectional data collected from 4,000 randomly selected primary school-aged students and their schools. Findings Our findings reveal that students’ perceptions of teachers’ behaviours are associated with the probability of grade progression during primary school, and whether students complete primary school. Particularly important are positive behaviours, like students perceiving their teachers to be engaged and being praised by their teachers while in primary schools. It increased the likelihood of school progression by at least 15%. The use of inputs such as worksheets/written handouts and reading stories/books in the language of instruction were also found to have a statistically significant positive effect on students’ primary school performance. These are important results which hold after accounting for school management, household and child-level factors and regional differences. Originality/value Our findings provide a deeper understanding of the teaching practices which pupils perceive as beneficial to retention. While we are unable to conclude that learning is taking place, our contention is that greater time in school could increase the opportunity to learn. In this respect, beyond its policy relevance in improving educational outcomes, the paper contributes to the limited literature on the student–teacher classroom relationships particularly when looking from the perspective of students’ perception of their teachers’ teaching behaviours in developing countries.
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Culturally responsive student–teacher relationships are critical to the academic success and social‐emotional learning (SEL) outcomes of students of color and/or students from low‐income backgrounds. Yet, little is known about how students’ perceptions of their schools’ culturally responsive environment are related to the quality of student–teacher relationships. To address this gap, the current study examined how students’ perceptions of their school's culturally responsive environment contributes to positive student–teacher developmental relationships, and in turn, their academic motivation and SEL. A total of 2,069 public middle and high school students of color from 46 schools across the country were surveyed (51.4% female; M age = 13.4, SD = 1.86; 30.7% Hispanic or Latina/o/x, 30.4% Multiracial or Multiethnic, 17.5% Black or African American, 12.4% Asian or Pacific Islander, 8.7% American Indian or Alaska Native; 0.4% identified as another race or ethnicity). Students’ perceptions of their school as a culturally responsive environment were both directly and indirectly associated with greater academic motivation and SEL via stronger student–teacher developmental relationships. Findings have important implications for school administrators’ and school psychologists’ efforts to create more culturally responsive education environments.
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A case study was employed to explore the effectiveness of the teaching-learning process in the center. Active participants in the process and the head of the juvenile correction center were purposely selected as informants. Semi-structured interviews and classroom observations were used to gather relevant data. Data analysis and data collection were conducted simultaneously. The study revealed that teachers either use corporal punishment or are laissez-faire when students show misbehavior. They often use the lecture method. Neither teachers nor students are motivated to take part in curricular and extra-curricular activities. Lack of adequate meals, absence of different facilities, mistreatment from teachers and guardians, and lack of appropriate counseling service make students develop hatred for the center. Moreover, the curriculum rarely addresses students’ unique behavior and education needs. Thus, it is less likely to realize the intended objective of the center in such a situation.
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This field study examined factors that might influence hand raising in students with high levels of shyness. Data were assessed using student self-reports of shyness and social relatedness factors (student-teacher relationship and peer relationship), observations of instructional factors (wait time, warm calling , class size, and school subject), and behavioral measures of hand raising among 204 middle school students during a school week. Multilevel analyses show that student-teacher relationship and warm calling facilitate hand raising of highly shy students, but also that they less likely raise their hands the better their peer relationship. Thus, the results suggest that both social relatedness and instructional factors can promote hand raising in highly shy students, opening the gateway to their oral participation.
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The objective of this research is to describe the situation of mathematical training in the early childhood education degree curricula in Spain through the analysis of the teaching guides of the subjects with mathematical content offered in the different Spanish universities. The aim is to identify the typology of subjects, the number of subjects offered, and the recommended bibliography. The methodology used is descriptive, exploratory, ex post facto, and census. For this purpose, the registry of universities, centers, and degrees was first consulted during the 2019-2020 academic year to obtain a list of all the Spanish universities that offer degrees in early childhood education and, therefore, to be able to download the corresponding teaching guides. Of the 91 universities in Spain, the early childhood education degree is taught in 66. Likewise, 101 subjects with mathematical content have been identified, although only 99 are available for analysis. Most are compulsory, have a study load of six European credit transfer system (ECTS) credits, and are taught in the third year of the degree. The recommended bibliography mainly concentrates on publications from 2001-2010 and mostly on book references.
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A growing concern among school children in recent years has been understanding the impact of loneliness on mental health and overall well-being. This chapter will explore the distinct and complex interplay between the varied social relationships and the wider societal influences that contribute to childhood loneliness. This research aims to explore the different underpinnings towards this growing concern by analysing parent-child relationships, familial relationships, family structures, the socioeconomic status of the family, the school environment, and most importantly, the detrimental impact of epidemics.
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The purpose of this chapter is to examine the current empirical studies on foundational processes, home-school partnerships, and culturally responsive practices in regard to Dual Language Learners (DLLs) for early childhood education in order to inform teacher education programs (TEPs).
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When it comes to understanding the consequences of school absenteeism, how missing school might be linked to student-teacher relationships remains relatively unexplored. Our work helps to further detail this context by specifically investigating whether teachers’ perceptions of students are different based on how frequently those students are absent. We explore this in early elementary school—a period marked by high rates of student absenteeism not witnessed again until early adolescence. Using a nationally representative dataset of children in kindergarten through second grade, we found that teachers felt less close with students who had more absences compared to students with fewer absences. Findings also suggested teachers had lower perceptions of absent students’ classroom social skills compared to the perceptions that they held for less-absent students. Finally, teachers had lower ratings of learning approaches as well as lower ratings of language and math abilities for students who were more absent. Recommendations for policy and practice are discussed.
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Purpose: This article explores how pandemic-induced instructional changes and remote learning, in particular, affected teachers’ relational work with students. Research Methods/Approach: It draws on semistructured interviews with 33 teachers and three instructional coaches across three secondary schools in one urban district. Interviews were conducted remotely over two school years (2020– 21, 2021–22). Findings: Teachers’ changing instructional conditions dramatically limited their relational work with students and tended to negatively affect their sense of success and overall satisfaction. Teachers found various ways to cope, but most experienced loss and diminished commitment as teaching grew unfamiliar and teacher-student interactions grew complicated. As participants became estranged from students, they also became estranged from teaching more generally. Many increasingly questioned their careers, and some left their positions. Implications: These findings offer a needed, detailed view of teachers’ everyday work during the pandemic. They raise implications for districts continuing to reorient teaching and learning after COVID-19 and urge policy makers and school leaders to respond to teachers’ and students’ relational losses after a period of disrupted schooling. They showcase teacher-student relations’ contextualized nature, an underexamined area. Finally, they advance conceptual understanding of teacher-student relationships, introducing the concept of “estrangement” to explain the consequences of instructional contexts that create social distance between teachers and students.
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This study aims to investigate the effects of competition through a digital leaderboard in gamified online discussions on learners’ behavioral and cognitive engagement in learning. Twenty-three graduate students pursuing master’s degree in instructional technology in a public university in Indonesia were involved in a five-week quasi-experiment (N = 23; Group A = 12 & Group B = 11). All discussion activities were performed on a gamification platform designed specifically to facilitate online discussions. Several game elements were used on this platform, including points, badges, quizzes, and leaderboards. The discussion topics encompassed instructional design case studies in varied contexts (K-12, higher education, and industry). In this study, we measured behavioral engagement by tallying the number of posts and earned points from participants. Additionally, cognitive engagement was evaluated by analyzing the cognitive level evident in participants’ posts. A framework entitled the levels of Knowledge construction was used for analyzing the quality of the posts. After a five-week implementation period, our investigation revealed that incorporating competition through leaderboards did not yield significant differences in learners’ behavioral engagement, measured by two metrics: the number of posts (Z = − 0.346, p = .729) and earned points (Z = -1.283, p = .200). Regarding cognitive engagement in online asynchronous discussions, no evidence supported the effectiveness of competition in gamified online discussions across various levels of knowledge construction, including initiation (Z = -1.826, p = .068), development (Z = -1.604, p = .109), and construction (Z = -1.289, p = .197). This study also scrutinized limitations and critical issues, offering essential recommendations to guide future research.
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Introduction. Currently, there are scattered studies on the relationship between school adaptation and individual psychological phenomena. At the same time, the greatest attention is paid to the cognitive characteristics of primary schoolchildren. In our opinion, it is necessary to systematize the understanding of the correlates of this phenomenon, paying attention to personal and social ones. Objective. To analyze the information currently available in the scientific field on the correlates of school adaptation. Personal correlates of school adaptation. Among the personal factors interrelated with the success of adaptation measures in primary school, we can single out anxiety and self-esteem of the child. Entrance to school is in itself a crisis moment for a child, but it is also accompanied by personal transformation, the center of which is the transition from a concrete-situational type of self-esteem to a more generalized one. The analysis of studies suggests that the relationship between self-esteem and school adaptation is rather two-way, as the course and outcome of adaptation is influenced both by the initial level of self-esteem at school entry and the course of its transformation in the school environment. Social correlates of school adaptation. The central component among the social factors influencing a child’s adaptation to school is the child’s relationships with significant adults and classmates. The main direction of adaptation measures in this respect should be the building of trusting relations of the child with teachers and peers in order to manage the stress associated with the change of environment and to ensure more effective assimilation of the new social role of a primary school pupil. Discussion. The studies we reviewed are consistent with our findings that the correlates of school adaptation are not only cognitive, but also personal and social aspects. The research complements the picture of the correlates, and its results can be used to build adaptation programmes.
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Çocuklarda uyum süreci henüz gelişmekte olduğu için önleme ve müdahalede daha hızlı sonuç alınmaktadır. Bu nedenle gerek okullarda psikolojik danışmanların ve öğretmenlerin gerekse ailelerin uyum ve davranış sorunları konusunda farkındalığının olması, çocuklara uygun psikososyal yardım ve psikolojik desteğin verilmesi çok önemlidir. Okullar bu doğrultuda, hem uyum ve davranış sorunlarını önlemede hem de müdahalede en önemli psikososyal merkezler konumundadır. Öğretmen yetkinlik beklentisi (teacher efficacy), öğretmenin öğretim ve sınıf yönetimi konularındaki bilincine odaklanan bir kavramdır. Bu çalışmanın amacı ilkokul döneminde öğretmen yetkinliği ve öğrenci uyum problemlerine çok yönlü bakarak değerlendirmektir. Bu çalışmada alan yazın taraması yapılarak konuyla ilgili derleme yapılmıştır. Ulaşılan sonuçlar, öğrencilerde uyum sorunlarının dört başlıkta ele alındığını ortaya koymuştur. Öğretmenlerin yetkin hale gelmesi için problem davranışa müdahale edebilmesi veya uyum sorunu olan öğrenciyi ayırt edebilmesi, bu konuda ihtiyacı olan ailelere nasıl destek olabileceğini bilmesi önemli görülmektedir. Öğretmenin hangi konuda kimden yardım alabileceğini bilerek sevk edeceği uzmanlar hakkında bilgi sahibi olması, yetkinliğine katkı sağlayacağı düşünülmektedir. Öğretmen yetkinliği açısından incelendiğinde yüksek yetkinlik, insancıl tutuma, öğrenmede öğrenciyle güçlü ilişki kurmaya katkı sağlamaktadır. Uyum sorunlarını fark etme ve sağlıklı yönetebilme açısından düşük yetkinlik algısı olanların gelişmeye açık olduğu anlaşılmıştır. Yapılan alan yazın sonuçlarına dayanarak öğretmenlerin gözünden öğrencilerin uyum problemlerinin incelenmesine ihtiyaç olduğu anlaşılmıştır.
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Children with autism spectrum disorder often demonstrate self-regulation challenges and academic difficulties. Although self-regulation has been well documented as an important factor for academic achievement in neurotypical children, little is known about how it is related to academic learning in autistic children, especially during preschool, a critical developmental period for both emergent academic skills and self-regulatory abilities. It is also unclear whether school engagement or autism characteristics influence the relation between self-regulation and academic learning in autistic children during preschool. Thirty-two autistic preschoolers participated in this study. Direct measures and parent reports were used to measure three dimensions of self-regulation, including executive function, effortful control, and emotion regulation. Classroom-based data from multiple academic programs were used to reflect their average rates of achieving new literacy and mathematics learning goals. Teachers reported the participants’ levels of school engagement, and their autism characteristics were measured directly. Emotion regulation was significantly linked to the rate of meeting literacy learning goals in autistic preschoolers, whereas multiple executive function skills, including inhibitory and attentional control and working memory, were associated with their mathematics learning rate. Emotion regulation demonstrated a stronger association with literacy learning when autistic children were more engaged in classroom activities. Levels of autism characteristics did not mediate or moderate the association between self-regulation and academic learning. Future interventions and teaching should consider fostering self-regulation and facilitating school engagement for autistic preschoolers besides targeting their learning performance on specific academic content to promote their current and future academic success.
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This study examined the mediating effect of children's school adjustment on the relationship between a creative school environment and children’s happiness. For this purpose, an analysis was performed of data from the 12th Panel Study on Korean Children conducted in 2019. The participants were 1,393 fifth-grade elementary school students. Data were analyzed using descriptive statistics, one-way ANOVA, Pearson correlation analysis, confirmatory factor analysis, and structural equation modeling using SPSS 25.0 and AMOS 23.0 programs. The principal results were as follows. Firstly, there were significant positive correlations among creative school environment, children's school adjustment, and happiness. Secondly, the creative school environment significantly affected children's school adjustment and happiness. Thirdly, children's school adjustment had a positive effect on their happiness. Fourthly, the creative school environment had an indirect effect on children's happiness through school adjustment. The results thus demonstrate that school is a social environment that strongly influences children's happiness. Therefore, to improve children's school happiness, it is essential to consider the relationship between a creative school environment and school adjustment.
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Bu çalışma, Covid-19 pandemisi döneminde okul öncesi eğitime yeni başlamış özel gereksinimli çocukların okula uyum düzeyini araştırmak amacıyla İstanbul’da gerçekleştirilmiştir. Araştırmaya, toplamda 133 öğretmen katılmış olup bu öğretmenlerin sınıfında okul öncesi eğitime devam eden 115 kız ve 18 erkek özel gereksinimli öğrenci bulunmaktadır. Çalışmanın amacı doğrultusunda, katılımcılara Demografik Bilgi Toplama Formu ve Okula Uyum Öğretmen Derecelendirme Ölçeği Kısa Formu (OUÖDÖ-KF) çevrim içi doldurtulmuştur. Çalışmada betimsel-ilişkisel tarama modeli kullanılmıştır. Elde edilen sonuçlar, çocuğun okula uyum düzeyi ile çocuğun yaşları arasında düşük düzeyde pozitif, özel eğitim hizmetlerinden yararlanmaya başladığı yaş ile negatif bir korelasyon olduğunu göstermiştir. Bununla birlikte, çocuğun cinsiyeti ile okula uyum düzeyleri arasında anlamlı bir fark ve haftalık özel eğitim ders saati ile okula uyum düzeyi arasında da anlamlı bir ilişki bulunamamıştır. Bu bulgular ışığında, gelecekte yapılacak araştırmalar ve uygulamalara yönelik öneriler de tartışılmıştır. Çalışma, okula yeni başlayan özel gereksinimli çocukların okula uyum süreçlerine yönelik önemli veriler sunarak, özel eğitim alanında daha etkili müdahalelerin planlanmasına katkı sağlamaktadır.
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Bumper stickers reading "Friends can be good medicine!" were distributed by the California Department of Mental Health in 1981 as part of a statewide health promotion initiative (California Department of Mental Health, 1981). The objectives of the initiative were to increase awareness of the health-promoting influence of supportive relationships and to encourage personal involvement providing support to others. Although the ultimate success of this project is unknown, its implementation reflects the degree to which a link between social support and health has become part of our belief system. Correlations between social support and health outcomes have been found in a range of contexts and using a variety of methods (for recent reviews, see Broadhead et al. Although links between social support and health are consistently found, our understanding of the nature of this relation remains limited. A problem in past research was that social support was conceptualized unidimensionally, although it was operationalized in many different ways (e.g., marital status, community involvement, availability of confidants). More recent efforts have analyzed social support into component functions. Theorists differ somewhat with respect to the specific functions served by social support, but most conceptualizations include emotional sustenance, self-esteem building, provision of information and feedback, and tangible assistance (e.g.. Once support is defined in terms of its functions, it is possible to generate hypotheses concerning the psychological processes through which social support has its effects. Although clear theoretical formulations of the helping functions served by relationships arc crucial in the generation of hypotheses, these predictions cannot be empirically tested without appropriate assessment instruments. As described in House and Kahn's (1985) recent review, a number of social support measures have been developed. The measures differ widely in their implicit models of social support, some assessing number of supporters, others tapping frequency of supportive acts, and still others measuring degree of satisfaction with support. A number of problems have plagued these measurement efforts. At the theoretical level, the authors of social support measures have rarely articulated the assumptions underlying their instruments. For example, if a measure assesses the number of supportive individuals, the assumption is that better outcomes are associated with the quantity of support sources. If a measure taps satisfaction with support, the assumption is that better outcomes are associated with the perception that support is adequate for one's needs, regardless of tile number of supporters. Although these differences are rarely articulated, different research questions are posed and answered as a function of the manner in which social support is assessed. Inconsistencies in the literature nay be related to differences in the aspects of social support that are assessed in different studies (see Cohen & Wills, 1985).
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This chapter has several major aims. The first is to provide an overview of attachment theory as presented by John Bowlby in the three volumes of Attachmenat nd Loss( 1969/1982b, 1973, 1980), giving special emphasis to two major ideas: (1) attachment as grounded in a motivational-behavioral control system that is preferentially responsive to a small number of familiar caregiving figures and (2) the construction of complementary internal working models of attachment figures and of the self through which the history of specific attachment relationships is integrated into the personality structure. These two concepts, but especially the notion of internal working models, will be used in the second section of the chapter to interpret refinements and elaborations of the theory that have been primarily the result of the work and influence of Mary Ainsworth. Topics discussed are maternal and infant contributions to the quality of attachment relationships, stability and change in the quality of attachment relationships, carryover effects from earlier to later relationships, and intergenerational transmission of attachment patterns as an intracultural and cross-cultural phenomenon. An attempt is made to clarify a variety of theoretical points and to discuss others that remain to be clarified. Finally, I consider how recent insights into the development of socioemotional understanding and the development of event representation can be integrated into attachment theory to shed new light on the origins of individual differences in personality development. In doing so, I have also attempted to provide a framework for the studies presented in this volume.
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Examined relations of prosocial and antisocial classroom behavior to academic achievement, taking into account the possible mediating effects of academically oriented classroom behavior and teachers' preferences for students. Correlational findings based on 423 students in 6th and 7th grade indicated that prosocial and antisocial behavior are related significantly to GPA and standardized test scores and to teachers' preferences for students and academic behavior. Results from multiple-regression analyses suggested that both types of social behavior are significant, independent predictors of classroom grades, even when academically oriented behavior and teachers' preference for students, IQ, family structure, sex, ethnicity, and days absent from school are taken into account. Results of regressions suggested that significant correlations between social behavior and academic outcomes can be explained in part by significant relations between social and academic behavior. The role of social behavior in promoting classroom learning is discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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The distinction between friendship adjustment and acceptance by the peer group was examined. Third- through 5th-grade children ( N = 881) completed sociometric measures of acceptance and friendship, a measure of loneliness, a questionnaire on the features of their very best friendships, and a measure of their friendship satisfaction. Results indicated that many low-accepted children had best friends and were satisfied with these friendships. However, these children's friendships were lower than those of other children on most dimensions of quality. Having a friend, friendship quality, and group acceptance made separate contributions to the prediction of loneliness. Results indicate the utility of the new friendship quality measure and the value of distinguishing children's friendship adjustment from their general peer acceptance. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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Assessed 122 2nd, 4th, 6th, and 8th graders' perceptions of the social support provided by friends. During individual interviews, Ss were asked about the frequency of emotional support or intimate self-disclosure, tangible support or prosocial behavior, and other types of support provided by a particular friend. Ss were also asked about the frequency of conflicts with the friend and the frequency of supportive interactions and conflicts with a classmate who was only an acquaintance. Factor analyses revealed an increase with grade in the differentiation between the support and conflict dimensions of friendship and acquaintanceship. At all grades, Ss perceived friends as more supportive than acquaintances, but explanations for the lack of support from acquaintances changed with grade. Sixth graders often gave personal attributions (e.g., saying that the acquaintances were selfish or hostile). Eighth graders favored more situational attributions (e.g., saying that they had few supportive interactions with acquaintances because they rarely came in contact with them). The potential value of perceived-support measures in research on the consequences of friendship is discussed. (27 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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Tested the hypothesis that children would report that different social-network members provide different social provisions, using 199 5th–6th grade White children. Ss completed network of relationships inventories, which assessed 10 qualities of their relationships with mothers, fathers, siblings, grandparents, friends, and teachers. Consistent with R. S. Weiss's (1974) theory (i.e., that individuals seek specific social provisions or types of social support in their relationships with others), Ss reported seeking different provisions from different individuals. Mothers and fathers were turned to most often for affection, enhancement of worth, a sense of reliable aid, and instrumental aid. Next to parents, grandparents were turned to most often for affection and enhancement of worth, and teachers were turned to most often for instrumental aid. Friends were the greatest source of companionship, and friends and mothers received the highest ratings of intimacy. Ss also reported having more power in their relationships with other children than in those with adults. Conflict was perceived as occurring most often in sibling relationships. Ss were most satisfied with their relationships with mothers, and they thought their relationships with mothers and fathers were the most important. Bases for children's differentiations of their relationships and implications for understanding social networks are discussed. (19 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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Maltreated children's relationships with their teachers provide information about the coherence, role, and function of alternative or secondary attachments.
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In this review, we examine the oft-made claim that peer-relationship difficulties in childhood predict serious adjustment problems in later life. The article begins with a framework for conceptualizing and assessing children’s peer difficulties and with a discussion of conceptual and methodological issues in longitudinal risk research. Following this, three indexes of problematic peer relationships (acceptance, aggressiveness, and shyness/withdrawal) are evaluated as predictors of three later outcomes (dropping out of school, criminality, and psychopathology). The relation between peer difficulties and later maladjustment is examined in terms of both the consistency and strength of prediction. A review and analysis of the literature indicates general support for the hypothesis that children with poor peer adjustment are at risk for later life difficulties. Support is clearest for the outcomes of dropping out and criminality. It is also clearest for low acceptance and aggressiveness as predictors, whereas a link between shyness/withdrawal and later maladjustment has not yet been adequately tested. The article concludes with a critical discussion of the implicit models that have guided past research in this area and a set of recommendations for the next generation of research on the risk hypothesis.
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How are children's social lives at school related to their motivation to achieve and how do motivational and social processes interact to explain children's adjustment at school? This volume, first published in 1990, features work by leading researchers in educational and developmental psychology and provides perspectives on how and why children tend to thrive or fail at school. The individual chapters examine the unique roles of peers and teachers in communicating and reinforcing school-related attitudes, expectations, and definitions of self. Relations of children's school adjustment to school motivation, interpersonal functioning, and social skillfulness are also explored. The developmental and social perspectives on motivation and achievement presented in this volume provide new insights into the complex processes contributing to school success.
Article
Assessed 122 2nd, 4th, 6th, and 8th graders' perceptions of the social support provided by friends. During individual interviews, Ss were asked about the frequency of emotional support or intimate self-disclosure, tangible support or prosocial behavior, and other types of support provided by a particular friend. Ss were also asked about the frequency of conflicts with the friend and the frequency of supportive interactions and conflicts with a classmate who was only an acquaintance. Factor analyses revealed an increase with grade in the differentiation between the support and conflict dimensions of friendship and acquaintanceship. At all grades, Ss perceived friends as more supportive than acquaintances, but explanations for the lack of support from acquaintances changed with grade. Sixth graders often gave personal attributions (e.g., saying that the acquaintances were selfish or hostile). Eighth graders favored more situational attributions (e.g., saying that they had few supportive interactions with acquaintances because they rarely came in contact with them). The potential value of perceived-support measures in research on the consequences of friendship is discussed. (27 ref)
Article
This study examined relations of prosocial and antisocial classroom behavior to academic achievement, taking into account the possible mediating effects of academically oriented classroom behavior and teachers' preferences for students. Correlational findings based on 423 students in 6th and 7th grade indicated that prosocial and antisocial behavior are related significantly to grade point average and standardized test scores and to teachers' preferences for students and academic behavior. Results from multiple-regression analyses suggested that both types of social behavior are significant, independent predictors of classroom grades, even when academically oriented behavior and teachers' preference for students, IQ, family structure, sex, ethnicity, and days absent from school are taken into account. Results of regressions suggested that significant correlations between social behavior and academic outcomes can be explained in part by significant relations between social and academic behavior. The role of social behavior in promoting classroom learning is discussed.
Chapter
Schools are among the most pervasive socialization contexts in our culture, and among the most influential for shaping the course of human development over the life span. Yet, as much as 20% to 30% of the school-age population (Achenbach & Edelbrock, 1981; Glidewell & Swallow, 1969; Rubin & Balow, 1978) experience substantial adjustment problems in the classroom and, thus, are at risk for a variety of interpersonal, emotional, and career difficulties in later life (see Cowen, Pederson, Babigian, Izzo, & Trost, 1973; Kohlberg, LaCrosse, & Ricks, 1972; Ladd & Asher, 1985; Parker & Asher, 1987). Many school adjustment problems appear to have lasting or cumulative effects; problems that arise early in children’s school careers are often perpetuated by social-psychological factors (e.g., reputational bias, self-fulfilling prophecies), or are exacerbated when nascent difficulties undermine later progress (see Butler, Marsh, Sheppard, & Sheppard, 1985; Coie & Dodge, 1983; Horn & Packard, 1985; Perry, Guidubaldi, & Kehle, 1971). Given the pervasiveness of this problem, and the potential costs to both the individual and society, research on early school adjustment is needed. In particular, there is a need to identify the factors that forecast children’s school adjustment as they enter grade school (approximately age 5 or 6) and progress through the primary grades (ages 6–12). Findings from this research will expand the empirical, “generative base” (cf. Cowen, 1980) that is needed to devise and extend prevention programs for young children.
Article
The distinction between friendship adjustment and acceptance by the peer group was examined. Third- through 5th-grade children (N = 88 1 ) completed sociometric measures of acceptance and friendship, a measure of loneliness, a questionnaire on the features of their very best friendships, and a measure of their friendship satisfaction. Results indicated that many low-accepted children had best friends and were satisfied with these friendships. However, these children's friendships were lower than those of other children on most dimensions of quality. Having a friend, friendship quality, and group acceptance made separate contributions to the prediction of loneliness. Results indicate the utility of the new friendship quality measure and the value of distinguishing children's friendship adjustment from their general peer acceptance.
Article
Research on early school transitions is important because the reputations children establish at the outset of grade school may follow them through many years of formal schooling. The purpose of this study was to explore the transition from preschool to kindergarten and to identify factors that predict children's social and school adjustment in new school environments. A sample of 58 children was identified prior to their entrance into kindergarten, and parent and school data were collected at 3 times of measurement: late preschool, early kindergarten, and late kindergarten. Children's prior behavior and the kindergarten peer context were among the factors found to predict posttransition social adjustment. Children who were cooperative "players" in preschool were seen as more sociable by kindergarten teachers, and children who pursued more extensive positive contacts with preschool classmates tended to become well liked by their kindergarten classmates. In contrast, children who spent more time in aggressive behaviors and who had a broader pattern of negative peer contacts in preschool were more likely to be rejected by peers and to be seen as hostile-aggressive by teachers in kindergarten. Both experiential antecedents and concomitant features of the transition context emerged as predictors of school adjustment. Time spent in interactions with younger peers in preschool was negatively related to positive school attitudes throughout kindergarten, and the duration of children's preschool attendance and range of experiences with peers in other community contexts was negatively related to anxious behavior in the classroom and absences from school. Children who retained a larger proportion of their nonschool friendships during the transition had more favorable attitudes at the beginning of kindergarten, and those who attended class with a larger proportion of familiar peers tended to view school more positively and were less anxious at the outset of the school year.
Article
role of child characteristics and relational supports in early school adjustment / linkages between child characteristics, relational supports and stressors, and early school adjustment (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Article
Teacher reports of children's competence and problem behaviors are an important source of information on psychopathology. The school context is also an agent of developmental change. This study examines teacherchild relationships and deflections in child adjustment over the school-entry to grade 2 period in 436 children. The Student-Teacher Relationship Scale (STRS) was related to two indices of deflections in predicted child adjustment: (a) residual scores obtained from regressing teacher reports from grade 1 on kindergarten teacher reports, and (b) false positive predictions of retention or referral for special education in the K-l period. Children with whom kindergarten teachers reported a positive relationship were rated in spring of grade I as better adjusted than was predicted on the basis of identical ratings from the fall of the kindergarten year; the converse was also true. False-positive retention/referral predictions had more positive relationships with kindergarten teachers than did true positives. A second set of analyses examined second grade teacher ratings of child adjustment and child-teacher relationships in two groups of children with different child-teacher relationship histories in kindergarten. Children with warm, close, communicative relationships with kindergarten teachers were better adjusted and had more positive child-teacher relationships in second grade than those with angry, dependent child-teacher relationships in kindergarten. Results supported the view that children's relationships with teachers are an important component of adaptation in school, and that they can play a role in deflecting the course of development in the school context.
Ecological-cultural analysis of child care and family settings yields insight into factors affecting concordance of child-adult relationships.
Child-teacher relationships show wide-ranging patterns based on affective valence and engagement and are a unique part of school adjustment.
Article
The purpose of this study was to develop a method for assessing young children's perceptions of classroom friendships and to determine whether these perceptions were associated with their adjustment during the transition to grade school. Subscales tapping 5 friendship processes (e.g., validation, aid, disclosure of negative affect, exclusivity, conflict) were extracted from a 24-item friendship interview that was individually administered to 82 kindergarten children (M age = 5.61) who possessed a reciprocated and stable “best” friend in their classroom. Children's reports of the investigated friendship processes were found to be reliable, and processes such as perceived validation and conflict predicted children's satisfaction with their friendships, and the stability of these relationships. Perceived conflict in friendships was associated with multiple forms of school maladjustment for boys, including higher levels of school loneliness and avoidance and lower levels of school liking and engagement. For both boys and girls, validation and aid forecasted gains in perceived support from classmates, and aid also predicted improvements in children's school attitudes. Perceived exclusivity in friendships was associated with lower levels of achievement. These findings, and others reported in this article, are consistent with the hypothesis that the relational features of children's classroom friendships yield psychological benefits or costs (e.g., provisions) that, in turn, affect their development and adjustment.
Article
In order to examine caregiving relationships of children enrolled in childcare, two longitudinal samples of children, n 72 and n= 106, were followed from infancy through preschool. Maternal attachment as assessed by the Strange Situation, 4-year-old reunion behavior, and by the Attachment Q-Set tended to be stable across time. Children's teacher-child relationship quality, as measured by the Attachment Q-Set, was stable if the teacher remained the same. When the teacher changed, teacher-child relationship quality tended to be unstable until the children were 30 months old. After 30 months, relationship quality with teachers tended to be stable regardless of whether or not the teacher changed. Maternal and teacher relationships were nonconcordant. There were few interactions between adult caregiver relationship quality and age of entry into child care or intensity of child care.
Article
Recent studies indicate that feelings of loneliness and social dissatisfaction can be reliably assessed with third- through sixth-grade children, and that children who are sociometrically rejected by their peers are significantly more lonely than other children. The present research was designed (a) to examine whether loneliness could be reliably assessed in a population younger than previously studied, (b) to learn whether young children who are poorly accepted by peers report elevated levels of loneliness and social dissatisfaction, (c) to assess whether young children understand the concept of loneliness, and (d) to examine the behavorial characteristics of lonely young children. Kindergarten and first-grade children (N= 440) responded to a questionnaire about feelings of loneliness and social dissatisfaction in school. A subset of children (N= 46) were individually interviewed to assess their understanding of loneliness. To assess sociometric status and behavior, peers were asked to respond to various sociometric measures and behavioral assessment items. Teachers also provided behavioral information about children using a newly developed instrument. Results indicated that nearly all children understood loneliness, that loneliness was reliably assessed in young children, and that poorly accepted children were more lonely than other children. In addition, children who reported the most loneliness were found to differ from others on several behavioral dimensions.
Article
We examined the influence of changes in child-care teachers and changes in teacher-child relationships on children's social competence with peers. Seventy-two children were observed with teachers and peers at 6-month intervals beginning after their 1st birthday and continuing until their 4th birthday. Both changes in primary teacher and changes in teacher-child relationships were associated with changes in children's social competence with peers. © 1993, Ablex Publishing Corporation, 355 Chestnut Street, Norwood, NJ 07648. All rights reserved.
Article
Thesis (Ph. D.)--University of Virginia, 1994. Includes bibliographical references (leaves 98-107).
Article
In order to examine caregiving relationships of children enrolled in childcare, two longitudinal samples of children, n = 72 and n = 106, were followed from infancy through preschool. Maternal attachment as assessed by the Strange Situation, 4-year-old reunion behavior, and by the Attachment Q-Set tended to be stable across time. Children's teacher-child relationship quality, as measured by the Attachment Q-Set, was stable if the teacher remained the same. When the teacher changed, teacher-child relationship quality tended to be unstable until the children were 30 months old. After 30 months, relationship quality with teachers tended to be stable regardless of whether or not the teacher changed. Maternal and teacher relationships were nonconcordant. There were few interactions between adult caregiver relationship quality and age of entry into child care or intensity of child care.
Article
Recent studies indicate that feelings of loneliness and social dissatisfaction can be reliably assessed with third- through sixth-grade children, and that children who are sociometrically rejected by their peers are significantly more lonely than other children. The present research was designed (a) to examine whether loneliness could be reliably assessed in a population younger than previously studied, (b) to learn whether young children who are poorly accepted by peers report elevated levels of loneliness and social dissatisfaction, (c) to assess whether young children understand the concept of loneliness, and (d) to examine the behavioral characteristics of lonely young children. Kindergarten and first-grade children (N = 440) responded to a questionnaire about feelings of loneliness and social dissatisfaction in school. A subset of children (N = 46) were individually interviewed to assess their understanding of loneliness. To assess sociometric status and behavior, peers were asked to respond to various sociometric measures and behavioral assessment items. Teachers also provided behavioral information about children using a newly developed instrument. Results indicated that nearly all children understood loneliness, that loneliness was reliably assessed in young children, and that poorly accepted children were more lonely than other children. In addition, children who reported the most loneliness were found to differ from others on several behavioral dimensions.
Article
The potential role that children's classroom peer relations play in their school adjustment was investigated during the first 2 months of kindergarten and the remainder of the school year. Measures of 125 children's classroom peer relationships were obtained on 3 occasions: at school entrance, after 2 months of school, and at the end of the school year. Measures of school adjustment, including children's school perceptions, anxiety, avoidance, and performance, were obtained during the second and third assessment occasions. After controlling mental age, sex, and preschool experience, measures of children's classroom peer relationships were used to forecast later school adjustment. Results indicated that children with a larger number of classroom friends during school entrance developed more favorable school perceptions by the second month, and those who maintained these relationships liked school better as the year progressed. Making new friends in the classroom was associated with gains in school performance, and early peer rejection forecasted less favorable school perceptions, higher levels of school avoidance, and lower performance levels over the school year.
Article
The purpose of this study was to develop a method for assessing young children's perceptions of classroom friendships and to determine whether these perceptions were associated with their adjustment during the transition to grade school. Subscales tapping 5 friendship processes (e.g., validation, aid, disclosure of negative affect, exclusivity, conflict) were extracted from a 24-item friendship interview that was individually administered to 82 kindergarten children (M age = 5.61) who possessed a reciprocated and stable "best" friend in their classroom. Children's reports of the investigated friendship processes were found to be reliable, and processes such as perceived validation and conflict predicted children's satisfaction with their friendships, and the stability of these relationships. Perceived conflict in friendships was associated with multiple forms of school maladjustment for boys, including higher levels of school loneliness and avoidance and lower levels of school liking and engagement. For both boys and girls, validation and aid forecasted gains in perceived support from classmates, and aid also predicted improvements in children's school attitudes. Perceived exclusivity in friendships was associated with lower levels of achievement. These findings, and others reported in this article, are consistent with the hypothesis that the relational features of children's classroom friendships yield psychological benefits or costs (e.g., provisions) that, in turn, affect their development and adjustment.
Activity structure and play: Implications for socialization Social and cognitive skills: Sex roles and children's play
  • C J Carpenter
Carpenter, C.J. (1983). Activity structure and play: Implications for socialization. In M. Liss (Ed.), Social and cognitive skills: Sex roles and children's play (pp. 117-145). New York: Academic Press.
Peer rejection and loneliness in childhood Peer rejection in childhood (pp. 253-273) Children's perceptions of friendships as supportive relationships
  • S R Asher
  • J T Parkhurst
  • S Hymel
  • G A Williams
  • T J Berndt
  • T B Perry
Asher, S. R., Parkhurst, J. T., Hymel, S., & Williams, G. A. (1990). Peer rejection and loneliness in childhood. In S. R. Asher &J. D. Coie (Eds.), Peer rejection in childhood (pp. 253-273). New York: Cambridge University Press. Berndt, T.J., & Perry, T. B. (1986). Children's perceptions of friendships as supportive relationships. Developmental Psychology, 22, 640-648.
Peer group behavior and social status Metropolitan Readiness Tests: Iz, vel One
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Coie, J. D., Dodge, K. A., & Kupersmidt, J. B. (1990). Peer group behavior and social status. In S. R. Asher &J. D. Coie (Eds.), Peer rejection in childhood (pp. 1%59). New York: Cambridge University Press. Harcourt Brace Jovanovich. (1986). Metropolitan Readiness Tests: Iz, vel One. San Diego: CA: Author.
The provisions of social relationships
  • Weiss
Does being good make the grade?
  • Wentzel
Activity structure and play: Implications for socialization
  • Carpenter
Beyond peer group acceptance: Friendship and friendship quality as distinct dimensions of peer adjustment
  • Parker