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Interpersonal relationships in the school environment and children's early school adjustment: The role of teachers and peers

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Abstract

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.

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... School adjustment is a challenging process reflecting children's efforts to negotiate a dynamic school environment (Wentzel, 2003). Its complexity lies in the various psychological, social and academic elements framing the concept (Birch & Ladd, 1996;Ladd et al., 2000;Magelinskaitė-Legkauskienė et al., 2018;Vassilopoulos et al., 2018;Wentzel, 2003). School adjustment is widely perceived as a multidimensional phenomenon, incorporating the quality of students' personality traits, social interactions with peers and teachers, school perceptions and attitudes, engagement and academic performance. ...
... Strengthening early school adjustment is essential (Magelinskaitė-Legkauskienė et al., 2018;Vassilopoulos et al., 2018). Specifically, successful adjustment within the primary school implies a favourable school attitude, active participation in the learning process, development of cognitive strategies, internalisation of school norms, compliance with school rules and development of a support network of interpersonal relationships (Birch & Ladd, 1996;Ladd et al., 2000;Magelinskaitė-Legkauskienė et al., 2018;Vassilopoulos et al., 2018;). On the contrary, poor school adjustment indicates an attitude of school avoidance, contempt for schoolwork, questioning school routine, manifestation of destructive behaviour and social distancing (Birch & Ladd, 1996;Magelinskaitė-Legkauskienė et al., 2018). ...
... Specifically, successful adjustment within the primary school implies a favourable school attitude, active participation in the learning process, development of cognitive strategies, internalisation of school norms, compliance with school rules and development of a support network of interpersonal relationships (Birch & Ladd, 1996;Ladd et al., 2000;Magelinskaitė-Legkauskienė et al., 2018;Vassilopoulos et al., 2018;). On the contrary, poor school adjustment indicates an attitude of school avoidance, contempt for schoolwork, questioning school routine, manifestation of destructive behaviour and social distancing (Birch & Ladd, 1996;Magelinskaitė-Legkauskienė et al., 2018). Effective management of the school environment promotes a generalised social competence, preventing future poor academic or professional performance, school drop-out, mental health disorders, delinquent behaviours and high-risk habits (Magelinskaitė-Legkauskienė et al., 2018). ...
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H uman rights education has an encouraging effect on children's school routine. The aim of the present study was to investigate the effectiveness of a 12-session transformative human rights education intervention in improving chil-dren's school adjustment. Participants were 340 Greek primary school students assigned to intervention group (n = 187) and control group (n = 153). All members completed a written questionnaire 1 week before the implementation of the intervention, measuring their knowledge of human rights, school engagement, perceptions of the school environment, interpersonal relationships, empathy and perceptions, attitudes and feelings towards school. The completion process of the same questionnaire was repeated 1 week after the termination of the intervention and 4 months later. The results showed that the intervention was particularly beneficial as the intervention group members demonstrated a significant increase in their knowledge of human rights, school engagement, perceptions of the school environment, empathy and school liking , while experiencing a significant decrease in school avoidance and loneliness. Members of the control group did not report any significant improvement over time. The study's implications for future research on school-based human rights interventions are discussed.
... School Adjustment School adjustment reflects the children's active effort to negotiate the challenging environment created by formal and informal school norms, daily classroom routine, academic activities and assignments, as well as interpersonal relationships with peers and teachers (Birch and Ladd, 1996;Wentzel, 2003). Although the above aspects imply that a variety of factors influence school adjustment, previous research primarily focused on children's internal characteristics or human rights group intervention 854 examined the concept unilaterally by assessing academic achievement as the only indicator of school adjustment (Birch and Ladd, 1996). ...
... School Adjustment School adjustment reflects the children's active effort to negotiate the challenging environment created by formal and informal school norms, daily classroom routine, academic activities and assignments, as well as interpersonal relationships with peers and teachers (Birch and Ladd, 1996;Wentzel, 2003). Although the above aspects imply that a variety of factors influence school adjustment, previous research primarily focused on children's internal characteristics or human rights group intervention 854 examined the concept unilaterally by assessing academic achievement as the only indicator of school adjustment (Birch and Ladd, 1996). Birch and Ladd (1996) criticised the abovementioned conceptualisation and proposed a broad definition of school adjustment including students' perceptions of the school environment, their feelings at school, their involvement in the educational process and their academic performance (Birch and Ladd, 1996). ...
... Although the above aspects imply that a variety of factors influence school adjustment, previous research primarily focused on children's internal characteristics or human rights group intervention 854 examined the concept unilaterally by assessing academic achievement as the only indicator of school adjustment (Birch and Ladd, 1996). Birch and Ladd (1996) criticised the abovementioned conceptualisation and proposed a broad definition of school adjustment including students' perceptions of the school environment, their feelings at school, their involvement in the educational process and their academic performance (Birch and Ladd, 1996). The researchers further expanded the definition to include the precursors of personal characteristics and interpersonal relationships, which appear to affect the quality of adjustment (Birch and Ladd, 1996). ...
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Human rights education at school has a positive social and educational impact on children. The aim of the present study was to evaluate the effectiveness of a 12-week pilot human rights education programme. Participants were Greek primary school students (n = 152) divided into intervention (n = 91) and control (n = 61) groups. One week before the implementation of the programme and one week after its termination all study participants completed a written questionnaire regarding their knowledge of rights, school engagement, perceptions of the school environment characteristics, interpersonal relationships, empathy, school liking, school avoidance and loneliness. Members of the intervention group repeated the completion process two months later. The results showed that the intervention significantly improved the participants’ knowledge of rights, attentiveness, sense of school belonging, perceptions of studentcentered learning process, emotional support, and school liking, while school avoidance and loneliness were significantly reduced. The study’s implications are discussed.
... It also raises the question of which forms of adjustment may be connected to informal school mealtime social experience and to mealtime relevant peer relationships. Birch and Ladd (1996) noted that early research in the area of school adjustment was limited in its definition of adjustment to academic progress or achievement. They introduced a broader set of adjustment categories: perceptions (e.g. ...
... This finding is not only important for children's enjoyment of school. Birch and Ladd's (1996) elaborated model of school adjustment also indicates that both academic and socio-emotional aspects of school life are intertwined. And Boulton et al. (2011) cite Ireson and Hallam's (2005) finding that school 'affect/liking' will in turn contribute towards the development of autonomous learning. ...
... It is also important to consider that adjustment to school is a multidimensional concept (e.g. Birch & Ladd, 1996) and that school mealtime social experience may be connected to dimensions other than school liking. One relevant dimension of adjustment is the degree to which a child can enact socially competent behaviour likely to maintain or strengthen peer relationships. ...
Thesis
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BACKGROUND: Informal school mealtimes are highly valued by children as time to spend with friends and may be key sites for peer relationships, social development and associated adjustment outcomes. However, this context-specific social experience has been little studied despite recent erosion of opportunities for children to socialise freely and concerns that this threatens their wellbeing. AIM: To make a detailed observational study of children’s informal social experience in ‘open’ mealtime settings to examine their value for peer relationships and adjustment. SAMPLE: Systematic Observations (SOs)/Questionnaires: focused on 105 children (45 girls) from one Year 5 class in four schools. Videos: focused on three boy and four girl pairs (14 children). METHODS: SOs involved coding 2652 instances of interaction analysed to provide a broad description of mealtime social experience and allow examination of associations with questionnaire measures of peer relationships and School Liking. Mealtime videos were analysed using a Grounded Theory approach to examine relationship processes embedded in interactions. FINDINGS: Children were socially engaged in almost 75% of observations. Interactions were mainly with own class, own gender peers. Mealtime groups included networks of best friends. Peer acceptance and friendship security predicted mealtime engagement. No associations were found with School Liking. Fifteen relational processes were identified involving children ‘moving towards’ peers (e.g. Being mutually responsive) or ‘away’ from them (e.g. Marginalising or Targeting). Connections with friendship/peer acceptance are proposed. Relational processes were intertwined with interactions topics/activities involving peer culture, sharing information about lives, negotiation of mealtime rules and organisation. CONCLUSION: Open school mealtimes are contexts for experiencing and learning about peer relationships via a rich variety of conversational interactions. Findings underline the importance of 1. Observing peer relations in-action to understand relevant social mechanisms 2. Planning mealtimes with understanding that they can be significant sites for children’s current and future social functioning.
... Adaptive functioning following the transition to secondary school can be broadly conceptualised as involving both academic attainment and connectedness to school (West et al., 2010). Specifically, indicators of positive functioning following the transition to secondary school include meeting expected standards of academic attainment and appropriate classroom behaviour, as well as developing bonds with the new school through good quality peer and teacher relationships (Appleton, Christenson, Kim, & Reschly, 2006;Birch & Ladd 1996;Ladd et al., 1996;Ladd 1989). In addition to indicators of pupil achievement and classroom behaviour (Bailey & Baines, 2012;Benner, 2011;Galton et al., 1999) research on the transition to secondary school should also consider areas of adjustment that are particularly important to children such as social integration and connectedness to secondary school (Pratt & George, 2005;Rice et al., 2011). ...
... To date, no single theoretical framework is specifically concerned with measuring the success of transitions to secondary school. Thus, we draw on research into early school transitions, as this is the only body of work that defines pupil functioning in the context of school transitions (Birch & Ladd, 1996;Ladd & Kochenderfer, 1996). Ladd and Kochenderfer (1996) identified the four primary cognitive and interpersonal demands placed on children entering a new school as: progressing academically; meeting the expectations of the new school and teachers; becoming comfortable in the new school environment; and gaining acceptance by peers. ...
... This framework emphasises that children's post-transition functioning should not only be defined using traditional measures of academic performance, but also in terms of their behaviour at school, their own perceptions of school and their social experiences in school (e.g. Birch & Ladd, 1996). In the current study, we selected measures of each of these four domains to measure the extent to which pupils successfully adapt to secondary school. ...
Article
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The transition from primary to secondary schooling is challenging and involves a degree of apprehension. The extent to which pre-existing mental health difficulties, as well as pupil, parent, and teacher concerns and expectations about secondary school predict adaptation to secondary school, is unclear. In a three-wave, prospective longitudinal study, we examined associations between pre-transition concerns and expectations about moving to secondary school with mental health difficulties and demographic factors. We then evaluated whether these constructs predicted multiple indicators of adaptive pupil functioning at the end of the first year of secondary school (academic attainment, classmate behaviour rating, school liking and loneliness at school). We found children’s concerns reduced across the transition period. Concurrent associations were identified between both concerns about secondary school and lower parent and teacher expectations that children would settle in well at secondary school, with mental health difficulties and special educational needs. Investigating associations with multiple indicators of adaptive functioning at secondary school, multivariable regression analyses controlling for a range of baseline factors (e.g. special educational needs), found children’s concerns about secondary school to be specifically associated with loneliness. In contrast, children’s mental health difficulties and both parent and teacher expectations of how well children would settle into secondary school were associated with a wider range of indicators of adaptive functioning at secondary school. When examining all predictors simultaneously, primary school teacher expectations showed longitudinal association with a wide range of indicators of successful transition. These findings suggest that assessing primary school teacher expectations may be useful for monitoring and supporting pupils through this transition period and could usefully inform school-based interventions to support transition and mental health.
... U odeljenju kasnije dolazi do formiranja podgrupa zasnovanih na ličnim afinitetima i interesovanjima. Dok su prijateljstva dece sa vršnjacima iz odeljenja dijadna, reci-pročna i dobrovoljna, vršnjačka prihvaćenost dece je pokazatelj koliko su ona dobro uklopljena u socijalnu mrežu odeljenja (Birch and Ladd, 1996). Pojedinačna prijateljstva ne postoje u socijalnom vakuumu, što se naročito odnosi na period adolescencije. ...
... Pozitivni odnosi sa značajnim osobama u školi verovatno će podstaći uspešnu adaptaciju pojedinca na školu, dok neadekvatni odnosi mogu otežati efikasno prilagođavanje školi. Deca koja imaju pozitivne odnose i s nastavnicima i s vršnjacima najčešće pokazuju bolje prilagođavanje školi nego deca koja imaju loše odnose u oba domena (Barter, 1996;Birch and Ladd, 1996;Wentzel, 1996). Socijalni odnosi koje deca formiraju sa značajnim drugima u školskom okruženju (tj. ...
... Pokazano je da čak i jedan podržavajući, bliski odnos sa drugom osobom u školskom okruženju (npr. najbolji prijatelj) može ublažiti negativne ishode u pogledu školskog prilagođavanja deteta (Birch and Ladd, 1996). ...
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U ovoj knjizi se razmatra problematika socijalnih odnosa koji se uspostavljaju među učenicima u školi, kao i povezanost socijalnih odnosa učenika sa njegovim školskim postignućem. Proučavanju socijalnih odnosa učenika prevashodno se pristupa sa aspekta vršnjačkog nasilja kao izrazito negativne dinamike koja se uspostavlja unutar vršnjačke grupe, pri čemu se objašnjava povezanost između različitih uloga koje učenici zauzimaju u vršnjačkom nasilju, sociometrijskog statusa i školskog postignuća učenika. Opredeljenje za pročavanje povezanosti vršnjačkog nasilja sa drugim značajnim varijablama individualnog nivoa nastalo je kao rezultat nastojanja za sagledavanje važnih aspekata školskog obrazovanja, u vreme kada je problem vršnjačkog nasilja postao predmet značajnog naučnog interesovanja, uz razmatranje mogućnosti njegove prevencije i kod nas. Uporedo sa nastojanjem da se temeljnije sagleda specifičnost datog fenomena i njegova povezanost sa drugim značajnim varijablama važnim za obrazovne ishode svih učenika, dato istraživanje inicirano je i praktičnim potrebama koje iziskuje realizacija nastave u okviru predmeta Školska pedagogija 2, Pedagoška prevencija poremećaja u ponašanju i Vršnjačko nasilje u vaspitno-obrazovnim ustanovama koje studenti izučavaju na Departmanu za pedagogiju Filozofskog fakulteta u Nišu. Zbog složenosti proučavanih fenomena, pri pisanju monografije zastupljen je interdisciplinarni pristup, s ciljem dubljeg razumevanja proučavanih vaspitnih fenomena.
... For example, Perry and Weinstein (1998) conceptualize school adjustment as multifaceted, involving academic (skill acquisition and motivation), social (establishing relationships with the teacher and peers), and behavioral functioning (behaving in accordance with student role and self-regulation). Birch and Ladd (1996) in their model of early school adjustment include indicators such as children's perceptions of the school environment (e.g., school liking), their affective experience in school (e.g., loneliness), and their involvement or engagement in school (e.g., participating in classroom activities, or school avoidance), along with academic performance. ...
... The reason for obtaining non-significant results in predicting school adjustment by social-emotional competence in the current study could be the way it was measured-by parental estimations of their child's competence, and not by the actual behavior of children in the classroom, which previous studies (e.g. Birch & Ladd, 1996;Ladd, 2003;Ladd et al., 1999) emphasize as important for forming positive social relationships and engaging in classroom activities. Also, the variable is used as a composite in the analyses, thus masking the possible importance of specific social-emotional skills for early school adjustment indicators. ...
Chapter
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This chapter presents the results of an empirical study conducted in Croatia examining individual child characteristics (specific cognitive skills and social-emotional competence) and contextual factors (parental involvement in transition and the schools' readiness) as possible determinants of a successful transition to elementary school (i.e., children's early social and academic school adjustment). The results of the study with 417 first-grade students showed that specific cognitive skills were the best predictor of academic adjustment, and also a significant predictor of some social adjustment indicators, while social-emotional competence predicted the student-teacher relationship. Contextual factors showed no significance as predictors or moderators in the model. Patterns of relationships were equal for girls and boys. The chapter offers possible explanations for the study results, along with suggestions for future research and potential practical implications of the obtained results.
... Social relationships in the school context are important for adolescents: Students who are socially well-integrated and engage in positive relationships with their peers are more likely to take advantage of social and learning opportunities (Birch & Ladd, 1996) and show better physical health as adults (Allen et al., 2015). Social relationships have been found to be predicted by self-concept and competence. ...
... Whereas children with more positive self-concepts have tended to be more popular (Jackson & Bracken, 1998;Verschueren et al., 2001), there have been mixed results on whether higher achieving children are more (Kiuru et al., 2015;Vannatta et al., 2009) or less popular (e.g., Bellmore, 2011). Social relationships during adolescence are evidenced by various aspects, such as the quality and quantity of friendships (Bukowski & Hoza, 1989) and social integration in a class as shown by group acceptance (Birch & Ladd, 1996) versus peer problems or harassment within that group (Goodman, 1997). external criterion (e.g., actual competence) and is described as "illusory self-perception" in the case of positive misfit (Baumeister, 1989;Dufner et al., 2019). ...
Article
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During adolescence, what is more important for educational achievement, well-being, and the formation of positive social relationships: being competent, having positive thoughts about oneself, or a complex relationship between the two? There has been a long-standing debate in psychology on the effects of accurate and biased self-perceptions, and sophisticated ways of modeling the effects of self-perception, competence, and their interplay have recently been suggested. But recent research has focused on adults and has not taken reference effects into account. The present preregistered study used a large German sample of students (N = 6,086 students in 559 classes) in Grade 5 (mean age = 10.55 years, SD = 0.64) with data from the National Educational Panel Study (NEPS). We tested the effects of academic self-concept and competence in math and reading on outcomes pertaining to achievement, well-being, and social relationships up to 4 years later and identified the best fitting hypotheses through a model fit comparison. In contrast to previous studies, we took the frame of reference for students’ self-concept into account by controlling for class-level effects of self-concept and competence in a multilevel analysis. Results showed that educational achievement was best explained by the complex interplay of self-concept and competence, where competence was the stronger predictor. By contrast, self-concept was a stronger predictor of well-being than competence was. For social relationships, results were less clear and differed by the specific outcome variables that were used. Overall, in the school context, self-concept and competence per se seem to be more predictive of future outcomes than their fit or misfit.
... Education between students and their teachers operates on two levels: professionally, teachers are crucial in fostering interest, curiosity and motivation (Birch & Ladd, 1996, providing educational support (Pianta, Hamre, & Stuhlman, 2003;Raufelder et al., 2016), and offering feedback on academic performance (Becker & Luthar, 2002;Pianta et al., 2003;Radel, Sarrazin, Legrain, & Wild, 2010). These operate alongside teachers' use of classroom resources, which in this paper, we have referred to as inputs, as well as teachers' management capabilities, all be it, the way it is perceived by their students. ...
Article
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.
... Spencer (1999, p. 43) refers to school adjustment as "the degree of school acculturation required or adaptations necessitated for maximizing the educational fit between the student's qualities and the multidimensional character and requirements of learning environments." An integration of the two concepts is discussed as well: Birch and Ladd (1996) point out that school adjustment includes adaptations both on the part of the child and on the part of the social environment. In the following, we build on this understanding: "adjustment" is hereafter understood as a process that may be realized through adaptations at different levels (individual, process, and society, see section 3). ...
Article
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The transition to school is a key juncture in an individual’s educational trajectory, with far-reaching effects on the development of children and their families. Successful transitions require flexibility in the design of the transition process, addressing the needs of the persons involved in an adaptive manner. Adaptivity is also considered crucial for the success of inclusive transitions. However, a systematic breakdown of the aspects that characterize the concept of adaptivity in the context of inclusive school entry is not available at this point. This article therefore provides a conceptualization of adaptivity in the inclusive transition to school as well as a review of the current literature focusing this topic. The goal is to develop a model that structures the various aspects of adaptivity at school entry and offers an overview of the way these aspects are important to design the transition successfully according to current findings of empirical research. Building on a concept of transitions informed by ecological systems theory, we are guided by the assumption that adaptivity at transition to school may occur in three forms: as a feature of the persons involved in the transition; as a feature of the processes that moderate the course of the transition; and as a feature of the structures that frame the transition. Based on this distinction, we develop a model that presents adaptivity in the inclusive transition to school.
... Children behaviour has positive or negative influence on their relationship with others. Children's dyadic interaction e.g., friendship, teacher-child relationship (Birch & Ladd, 1996) and group-level interaction e.g., peer acceptance (Bukowski & Hoza, 1989). There could be friendship, that is, peer acceptance (whether a child is liked or disliked by members of his classroom) or peer victimization (bullied by aggressive peers) (Kochenderfer & Ladd, 1996). ...
Article
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This research article dealt with interpersonal communication skills among children and proactive stance to life’s puzzles. A review of related literature was performed to examine interpersonal communication, interpersonal communication skills, interpersonal communication and a proactive stance in conflict resolution, and the development of communication skills in children in a puzzled world. The study noted that children should be allowed and guided appropriately to express themselves clearly and assertively; parents should follow up on their children regularly and should build on teachers' efforts at home. Parents should also allow teachers to do their job of teaching, counselling, and rewarding positively (praise, commend) or negatively (punish) based on the circumstances; teachers should use a child-centered approach in order to make the class lively, interesting, and engaging for children. In addition, they should show empathy and try to be close to the children as much as possible to curb the actions of the loquacious ones and help the shy or withdrawn children to come out of their shells as they prepare for the task ahead in a challenging but essential milieu as they mature and are integrated into the system. The government should implement better incentives and policies to encourage teachers to contribute to the growth and positive development of the child through remuneration and promotion that are timely and in line with their quota.
... De este modo, parece esencial incorporar en la formación docente inicial y permanente, programas de desarrollo de habilidades socioemocionales, UNIVERSIDAD GABRIELA MISTRAL Revista Akadèmeia Vol. 21, Núm. 1 (2022): Junio-Julio 84 que permitan al profesorado gestionar de forma asertiva las emociones que emergen en el contexto laboral, y así incrementar el ajuste emocional de sus estudiantes (Birch & Ladd, 1996). ...
Article
Esta investigación describe las habilidades de gestión emocional desplegadas por docentes de educación diferencial, que ejercieron de forma virtual en programas de integración escolar durante el periodo de pandemia COVID-19.Esta investigación de tipo cualitativa, presenta un enfoque exploratorio-descriptivo. Se utilizaron entrevistas en profundidad para recabar las experiencias emocionales vivenciadas por las docentes.Los resultados de esta investigación permiten vislumbrar que las docentes vivenciaron emociones desagradables de alta y baja energía, tales como: frustración, soledad, cansancio, entre otras. La prevalencia de estas emociones, se debe principalmente a que la crisis por pandemia, perpetuó la precarización laboral docente y la institución escolar se rigidizó en función del cumplimiento de labores administrativas, más que en el fortalecimiento de culturas escolares de bienestar. Estos hallazgos dan cuenta de la necesidad de crear espacios formativos para el desarrollo de habilidades socioemocionales, que propendan al cuidado de la salud mental de las comunidades educativas.
... Firstly, the understanding of the term "social" in social adjustment is varied. Some researchers pay more attention to social interaction and believe that interpersonal interaction is the motivation behind social adjustment in children [17]. According to the objects and scenes of social interaction, John evaluated children's functioning in school and spare time activities and with peers, siblings, and parents to assess their social adjustment [18]. ...
Article
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Individual interviews were conducted with a total of 66 participants from five groups between May and November 2020: left-behind children, parents, teachers, principals, and community workers. The left-behind children group included 16 primary and secondary school students aged 10–16. Themes in the interviews’ data were identified based on the Grounded Theory. Left-behind children’s social maladjustment manifested as: (1) depression and loneliness; and (2) poor academic performance. Left-behind children’s positive social adjustment manifested as: (1) using adaptive coping strategies; and (2) life skills and independence. Left-behind children’s social adjustment is a dynamic process and has both positive and negative aspects.
... De igual forma, Birch y Ladd (1996) señalan que el autoconcepto juega un rol vital en el proceso de adaptación de un individuo con el entorno que lo rodea. Esto es corroborado en otros estudios (Fuentes et al., 2011;Rodríguez-Fernández et al., 2012). ...
Article
El autoconcepto y la motivación tienen relación con la implicación escolar, lo que generalmente da paso a un mejor rendimiento académico, de esta manera, mientras mejores calificaciones se logran, mayor será la implicación en el aprendizaje. El objetivo de este estudio es identificar la relación entre el autoconcepto académico, motivación e implicación escolar en función del sexo y el país. En el mismo participan 1101 estudiantes distribuidos en 366 hombres y 725 mujeres de distintas universidades de República Dominicana y España. A dicha población se le administraron los cuestionarios AUDIM, CEAM II y SEM para medir el autoconcepto académico, la motivación y la implicación escolares respectivamente, por tanto, se ha implementado una metodología de alcance cuantitativo. Como resultado, en este estudio se pudo comprobar que sí existe una relación entre las variables de autoconcepto académico, motivación y la implicación escolar y que dicha relación es mayor en República Dominicana. También, los resultados muestran que es mayor en las mujeres que en los hombres.
... De igual forma, Birch y Ladd (1996) señalan que el autoconcepto juega un rol vital en el proceso de adaptación de un individuo con el entorno que lo rodea. Esto es corroborado en otros estudios (Fuentes et al., 2011;Rodríguez-Fernández et al., 2012). ...
Article
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El autoconcepto y la motivación tienen relación con la implicación escolar, lo que generalmente da paso a un mejor rendimiento académico, de esta manera, mientras mejores calificaciones se logran, mayor será la implicación en el aprendizaje. El objetivo de este estudio es identificar la relación entre el autoconcepto académico, motivación e implicación escolar en función del sexo y el país. En el mismo participan 1101 estudiantes distribuidos en 366 hombres y 725 mujeres de distintas universidades de República Dominicana y España. A dicha población se le administraron los cuestionarios AUDIM, CEAM II y SEM para medir el autoconcepto académico, la motivación y la implicación escolares respectivamente, por tanto, se ha implementado una metodología de alcance cuantitativo. Como resultado, en este estudio se pudo comprobar que sí existe una relación entre las variables de autoconcepto académico, motivación y la implicación escolar y que dicha relación es mayor en República Dominicana. También, los resultados muestran que es mayor en las mujeres que en los hombres.
... Especially by the vulnerable stage of school entry, children face increased demands for learning-related social skills such as paying attention, working independently, concentrating, complying with rules, as well as performing well-regulated and goal-directed (Denham & Brown, 2010;Diamond, 2013). Having in mind that children are supposed to interact successfully within a larger and heterogeneous peer group with less adult appearance (Wilson et al., 2007), it additionally requires more interpersonal executive function skills, such as inhibitory control and self-regulation, in order to develop problem-solving skills and be able to initiate and maintain positive interpersonal relationships with peers and teachers (Birch & Ladd, 1996). The meta-analysis conducted by Robson et al. (2020) emphasizes several positive short-as well as long-term effects of improved self-regulation skills in early school years, for example better academic achievement, fewer substance abuse in adolescence, and fewer behavior problems. ...
Article
Children face increased demands for interpersonal as well as learning-related social skills, especially by the vulnerable stage of school entry, due to the more structured setting, new academic requirements, and the fact that children are supposed to interact successfully within a larger and heterogeneous peer group. Although a plethora of social-emotional learning (SEL) programs for elementary school students have been developed, there is a lack of empirically evaluated programs suitable for implementation in field-based settings, especially in Germany. The universal-selective, school-based prevention program Papilio-6to9 aims at facilitating the transition from preschool to elementary school, improving social-emotional competences, and preventing behavior and emotional problems. As a universal-selective prevention program, Papilio-6to9 includes all children in elementary school classes regardless of risk factors (universal prevention) whereby also children with risk factors are targeted without being stigmatised (selective prevention). The program targets elementary school children aged about six to nine and their teachers who receive a three-day training followed by two collegial supervisions to implement the program in and during regular school classes. Papilio-6to9 is part of an approach combining findings from developmentally appropriate practice, positive psychology, social-emotional learning, and developmentally appropriate prevention, and aligns with the early childhood education and care (ECEC)
... El docente deberá disponer de una serie de habilidades socioemocionales adecuadas, flexibles y adaptables para la resolución de conflictos personales y sociales en el aula (Lorenzo Castro, 2001) que le permitan afrontar y resolver ese estrés psicológico (Fernández-Berrocal y Ruiz-Aranda, 2008;Muñoz de Morales, 2005). En este sentido, aprender a gestionar el estado emocional, enfocándolo hacia la experimentación de emociones positivas, puede mejorar el bienestar del docente y el ajuste de sus alumnos (Birch y Ladd, 1996). De este modo, el aprendizaje de los profesores sobre cómo mantener estados emocionales positivos y reducir el impacto de los negativos puede traducirse en un mayor bienestar docente y en un mejor ajuste del alumnado (Fernández-Berrocal y Ruiz-Aranda, 2008). ...
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En el siguiente trabajo hemos analizado el estado emocional de los docentes de Educación Infantil y Educación Primaria. Participaron 300 docentes de la provincia de Granada (España), 113 de Educación Infantil y 187 de Educación Primaria, con edades comprendidas entre 25 y 64 años. La metodología es descriptiva y comparativa transversal. Los resultados confirman que: 1) los docentes puntúan más alto en las dimensiones positivas analizadas que en las negativas, sobre todo los que han realizado cursos o actividades para mejorar su bienestar personal; 2) existe relación significativa de la edad con la felicidad, la claridad, la autoestima total y su dimensión positiva.
... In deciding to focus on second-grade readers, the importance of this stage in development for establishing reading fluency and reading self-efficacy was taken into account, as well as the greater effectiveness of early reading intervention. The intervention was carried out by the participants' classroom teachers, who tend to be significant figures in the lives of elementary school children (Birch & Ladd, 1996), and can be highly effective interventionists when provided with proper training (Slavin et al., 2011). The intervention program, named lomdim bema'agal (literally "learning in a circle"), draws on several theoretical sources. ...
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Studies have shown that dialogic instruction can promote reading comprehension, but its contribution to lower-level skills like reading fluency is not as well understood. The paper reports on a dialogically oriented small group intervention for struggling second-grade Hebrew readers, targeting both comprehension and fluency. Rather than top-down instruction, the program focused on providing ample opportunities for students to engage with literacy in enriching and meaningful ways. Nine schools from the same Israeli city were randomly assigned to the intervention or business-as-usual control conditions. Sixty students from the five intervention schools were selected as participants based on RTI Tier 2 criteria. The control group comprised 39 students from the remaining four schools. The groups were matched on measures of reading and reading comprehension. The intervention was administered by participants’ teachers, each working with five children twice weekly for a total of 18–20 sessions. Teachers followed specially designed lesson plans while receiving guidance from the research team. Post-intervention assessments showed that the groups did not differ in reading comprehension, but the intervention group had a significantly higher average reading rate coupled with lower accuracy. Considering the well-known phenomenon in Hebrew reading development, where transitioning from piecemeal decoding to higher-order strategies results in a phase of faster but less accurate reading, these results point to an improvement in participants’ reading fluency. The intervention’s effect on reading fluency and lack of effect on reading comprehension are discussed, as well as the implications of dialogic instruction for broader aspects of literacy and student well-being.
... It is, however, highly important to explore this link also for students as psychological adjustment to the social and academic demands in the school setting is a major task for them [24], and it is plausible that the way they manage conflicts might make a difference in this regard. Meeting the demands of school is a challenging endeavor because, in addition to managing increasingly difficult academic tasks and negotiating complex interpersonal relationships and disagreements with classmates and teachers, students also face developmental challenges as their bodies and identities are constantly changing in the process of growing up [8,25]. As conflict in the classroom is an inevitable part of reality, appropriate strategies are needed to manage it in a way that realizes the potential benefits of conflict and minimizes or eliminates its harmful effects [11]. ...
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It has been argued that adaptive conflict management styles may protect students against bullying victimization and against negative effects of ongoing victimization on psychological school adjustment. Moreover, maladaptive conflict management styles may lead to victimization or intensify negative effects of victimization on school adjustment. Mediation and moderation models were computed to test these effects. Furthermore, a person-oriented approach compared noninvolved students, victims, and bully-victims regarding conflict management styles and school adjustment. A total of 172 individuals (77.2% female, mean age: 22.7 years) completed a retrospective online questionnaire about conflict management styles, bullying victimization and school adjustment during their school years. In the mediation model, conflict management styles were not associated with victimization, but there was a positive direct effect of the integrating style on school adjustment. In the moderation model, the integrating style moderated the negative effect of victimization on school adjustment but did not buffer against the negative effects when victimization was high. Person-oriented comparisons showed that victims used the obliging style more often than bully-victims. Furthermore, victims and bully-victims showed lower school adjustment than noninvolved students. Overall, results corroborate the view that school bullying is qualitatively different from normal peer conflicts. Implications for researchers, policymakers, school principals and teachers are discussed.
... Furthermore, students in new school possibly be experienced lack of social support, language barriers, unfamiliar and inaccessible resources (Smith & Khawaja, 2011;Sullivan & Kashubeck-West, 2015) that may often exhibit loneliness, isolation, and depression (Wei et al., 2007). Adjustment in school factually has been raised in terms of children's accomplishment and progress (Birch & Ladd, 1996;Furrer & Skinner, 2003). This consequence is crucial; however, being limiting it actually causes exploration for antecedents and events in children's environment that perhaps affect adjustment in new environment. ...
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Feeling is something that makes one’s thought patterns. If the feelings are like I am not good enough, I am not perfect, and I am tired of feeling inadequate, then it’s time to think why someone is treating oneself like substandard and finds a way to modify this unconstructive thinking. And for modification of thinking, Cognitive Behavioural Therapy (CBT) has been effectively used by revolving around A-B-A design model. The current case study of N.P. 12 years old girl with unconstructive thought patterns (such as felt inferior among class fellows and aggravated of sarcastic comments of class teacher). Counselling therapy consisted of 8 sessions. Psychological Assessment revealed that revealed that the academic performance of the child was moderate, severe emotional and behavior problems as well as overall counselling and interventional plan revealed that reduction in the intensity of emotional and behavioral symptoms throughout the course of counselling therapy. This case study exhibits the effectiveness of CBT for individual treatment of unconstructive thought patterns.
... Growth of intellectual ability, personal development, specialization, efficiency, socialization, and conservation are all aspects of schooling that are outlined by Birch et al. [23]. According to [22], instructors, facilities and infrastructure, and building conditions are critical markers of the school environment. ...
... Pianta (2001) defined STRs more specifically by suggesting that they can be characterized by closeness and conflict. Studies have demonstrated that close STRs are associated with higher student grade point averages and test scores from kindergarten through high school, with conflictual STRs being associated with negative and pessimistic feelings toward academics (Birch & Ladd, 1996;Curby et al., 2009;Hamre & Pianta, 2001;O'Connor & McCartney, 2007;Roorda et al., 2011). STRs are also malleable, as demonstrated by Gehlbach et al. (2012), suggesting that potentially conflictual STRs could possibly be changed into close STRs with proper intervention. ...
Article
Student–teacher relationships (STRs) and socioeconomic status (SES) are two widely studied variables that have been found to predict reading achievement in the early grades. The current study extends the literature by investigating the interaction between STRs, measured using the STR Scale completed by teachers, and SES on reading achievement using a nationally representative data set. The study included approximately 8,380 first-grade students and 2,930 teachers, from 860 schools, representing a weighted sample of 3.15 million students. Results from multilevel modeling that controlled for student-, teacher-, and school-level factors found that both STRs and SES were strongly associated with student reading achievement. There was also a statistically significant interaction between close STRs and SES on reading achievement, suggesting that less conflictual STRs were associated with increased reading achievement scores for all students, but were particularly beneficial for students from low SES backgrounds. Educational implications are provided.
... According to (Attar, 2019) the academic relation between a teacher and a student is critical because students' attitudes about lessons are influenced by their perceptions of their teacher or mentor. Relationships between teachers and students are widely recognized as a key determinant in student motivation (Birch & Ladd, 1996). A teenager's life is full of challenging issues and life-altering decisions. ...
... Children who adjust to school establish closer and safer relationships with their peers and teachers (Bart et al., 2007). Moreover, children who have more friends in the first days of school develop a more positive school perception in the second month and like school more at the end of the year (Birch & Ladd, 1996;Ladd, 1990). In other words, students who participate in adjustment activities have the chance to develop more positive relationships with their peers. ...
... The school environment is the main educational environment after the family because in the school environment there are students, educators, administrators, counselors, principals, guards, and those who live together in the environment and carry out education regularly and well planned. According to Birch and Ladd (1996), the functions of the school environment include developing intelligence, personal development, specialization, efficiency, socialization, and conservation. As for the indicators of the school environment that are very important according to Musu et al (2019), namely 1). ...
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Absorption in learning activities is a skill possessed by every student, absorption in learning is influenced by various factors such as the school environment and learning motivation. So the purpose of this research is the school environment and learning motivation on the absorption of economic learning. The research methodology is ex-post facto with a quantitative approach. Respondents in this research were 83 students of class X IPS SMAN 8 Bengkulu Utara which were taken by total sampling technique. The method of data analysis in this research uses multiple regression. The results of the study are as follows: 1). The school environment has a positive and significant influence on the absorption of economic learning, 2). Learning motivation has a positive and significant effect on the absorption of economic learning, 3). The school environment and learning motivation together affect the absorption of economic learning by 29.9% and 70.1% is influenced by variables outside this research.
... Peer Relationship, Parental Involvement, Sense of Autonomy, and Chinese Language Scores Birch and Ladd (1996) emphasized that both parental involvement and individual psychological characteristics (e.g., social cognition and sense of autonomy) have important effects on students' learning, which indicated an important direction for studying the influencing mechanism of Chinese language scores. Parents' involvement in learning can promote students' positive self-representation and help them gradually realize that they are the leaders of learning. ...
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This study investigated the internal mechanism of the relationship between primary school students’ peer relationships and their performance in the Chinese language and literature. We constructed a chain mediation model, focused on the mediation effects of parental involvement and the sense of autonomy, on the correlation between peer relationships and performance in Chinese language scores. A questionnaire survey was conducted among 1,503 students in grades 4–6, and their parents, in three cities in Jiangsu Province. The result indicated the following: (1) there was a significant positive correlation between primary school students’ peer relationships, parental involvement, sense of autonomy, and the level of Chinese language scores; (2) parental involvement and the sense of autonomy, respectively, mediate the relationship between peer relationships and Chinese language scores; (3) primary school students’ parental involvement and sense of autonomy play a chain-like mediating role in the relationship between their peer relationships and Chinese language scores. The research results provide a reference for exploring the educational strategies of primary school students’ Chinese literacy.
... Successful school adjustment originates both in the child (e.g. personality and behavioral styles) as well as in the interpersonal environment (e.g. the nature of his or her relationships with parents, teachers, and peers) (Birch & Ladd, 1996;Bagwell & Bukowski, 2018). 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 (Ladd, 1990). ...
Article
The aim of this study was to find out if educational activities about friendship can lead to children's well-being, socialization and adaptation in the preschool setting according to parents’ perceptions. It is generally accepted that there are strong links between subjective feelings of well-being and companionship (family solidarity and friendship). We gain happiness through our relationships with other people. The relationships in the early years of human life are significant in the development of a healthy and happy human being. A qualitative study using educational activities such as pretend play, drawings and a friend's party among parents, children and teachers was applied. Fifty-two Greek pre-school kids participated in the project. After the 2-month implementation project, 25 semi-structured interviews were carried out with volunteering parents whose children participated. Each was recorded and then transcribed verbatim. Ethical considerations included confidentiality, possibility to withdraw items and approval of both parents and municipal authorities. Interviews revealed that activities dedicated to friendship at the beginning of the school year, could direct to bonding among children, shorter adaptation period and a positive parents’ attitude toward school and staff. Although parents were not actively involved in this curriculum, they were able to recognize changes on their children's well-being and adjustment. The importance of this educational program is highlighted in happy bonding among all and in involving parents in school life.
... Children's multimodal lifeworlds include collaborative interactions in remote contexts. Previous research on remote communication among young children (Wohlwend, 2015) has demonstrated how digital technologies create a shared attention space that fosters engagement, sustained when the participation modality is via video (Bennette et al., 2020). In technologymediated environments, young children incorporate live interactions that "transform passive viewing experiences into socially contingent learning situations" (Roseberry et al., 2014, p. 967). ...
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The COVID-19 pandemic has changed the way young children engage in peer communication. The aim of this study was to explore how young children engaged in peer interaction remotely by examining young children's multimodal interactions during the pandemic. Visual and audio data posted to Douyin (China's most popular live-streaming site) between January 23, 2020 and May 6, 2020 were collected and analyzed. Mediated discourse analysis was used to explore young children's remote interactions as captured on video recordings. Results support the critical role of play materials and tangible tools in mediating young children's peer interactions and participation in remote environments.
... Since the 1990s, new theoretical perspectives in education (Bruner, 1990;Lave and Wenger, 1991;Ford and Lerner, 1992;Cole, 1998) have emphasised the relational and contextualistic component of educational systems, and with the studies of Pianta (1999), the teacher-student relationship has become an independent field of investigation in educational psychology. Through various research findings in this area, it has been shown that teacher relationships can affect the quality of learning (Howes and Hamilton, 1992;Pianta, 1999;Darling-Hammond, 2006) and can alter pupils' success-or failure-oriented trajectories (Birch and Ladd, 1996;Fraire et al., 2008;Kuriloff et al., 2019). ...
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In the educational field, the role of the support component of the teacher-student relationship is well known, while the role of the teacher-student relationship on teacher burnout is a more current field of investigation. Several studies on the sources of burnout have recently focused on job satisfaction and teacher-student satisfaction. However, the role of teacher-parent satisfaction is still little explored in this field. Moreover, in the Italian school context, students’ seniority and educational level require further investigation, as the average age of teachers is particularly high compared to their European colleagues. The present study aims to examine in a sample of 882 Italian teachers the presence of burnout and differences in teacher-student and teacher-parent satisfaction between primary (students aged 6–10years) and lower secondary (students aged 11–13years) teachers. A further objective is to test whether teacher-student and teacher-parent satisfaction and seniority can be significant predictors of burnout. Teachers completed the Job Satisfaction Scale (MESI) and the MBI-Educators Survey and the data were then processed using MANOVA and multiple linear regression analysis. The results revealed that 8.2% of the teachers suffered from burnout and lower secondary teachers showed the highest levels of emotional exhaustion, depersonalisation and reduced personal accomplishment. Predictors of emotional exhaustion were job dissatisfaction and seniority, and predictors of depersonalisation were job dissatisfaction and teacher-student dissatisfaction. Finally, predictors of personal accomplishment were also teacher-parent satisfaction and teacher-student satisfaction. The implications of these findings for practice and research are discussed in this article.
... Learning-related social skills represent the compliant behaviors highly valued by teachers rather than peers (Foulks & Morrow, 1989;Missal & Hojnoski, 2008), such as staying on-task, following directions, and organizing work materials neatly (McClelland & Morrison, 2003). Although social skills development begins with infant-parent interactions, other interpersonal relationships with teachers, peers, and adults continue to impact social skills development as the social dyadic network expands in both number and complexity of interactions (Birch & Ladd, 1996). ...
Article
At school entry, girls are rated by teachers as more competent on measures of social skills than boys. It is less clear if this higher rating is stable or grows over time. To address this question, multiple group curve of factors models investigated gender-specific growth trajectories across seven waves of measurement in a large, longitudinal sample (N = 1024, NICHD SECCYD). Results showed that girls’ social skills were consistently rated higher from kindergarten to sixth grade, and the effect size was moderate (latent Cohen’s d = .37 to .62). Boys demonstrated greater heterogeneity in social skills at nearly every grade with the gender difference in variability stable after second grade. An examination of gender differences in growth trajectories showed that boys demonstrated a linear decrease over time, whereas girls’ social skills did not significantly change over time after accounting for initial level of social skills in kindergarten.
... Student cooperation yields quality peer relationships between students, whereas giving teacher support develops the relationships of students and adults. Bountiful research accentuates the importance of both relationships, the one between peers and the student-teacher relationship (Goodenow, 1993;Ryan et al., 1994;Birch & Ladd, 1996, 1997Wentzel, 1997Wentzel, , 1999Goldstein, 1999;Murdock, 1999;Skinner & Snyder, 1999). Furthermore, a positive relationship between teachers and students improves relationships between students in the current years and years to come (Hughes & Kwok, 2007). ...
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Cooperation between students realises quality peer relationships while teachersupport encompasses the relations between students and adults. Abundant researchstresses the importance of both relationships. Not all students possess the skillsthat enable them to cooperate with others, so teachers have the role of helpingthem develop and perfect these skills. Teacher support significantly influences notonly students’ academic achievements but also their emotional, social and moraldevelopment. The research goal was to describe how students perceive their mutualcooperation and the support from teachers in different school subjects.The research included 650 students from the seventh and eighth forms of 11primary schools from Sisak-Moslavina County in the Republic of Croatia. Averageage of the participants is 13.4 years, and their subject teachers’ 69 years. The appliedquestionnaire consisted of two scales. Cooperation and Teacher Support. Thementioned scales were taken from the modified questionnaire What Is Happeningin This Class (Fraser et al., 1996). Both scales were implemented in three schoolsubjects: Croatian, maths and geography.The obtained results point to the fact that teachers are more directed to ensuringcooperation between students during lessons than to giving support in the work.Furthermore, teachers during whose class students realise better cooperation at thesame time give higher level of support. Students assess that they cooperate the mostin geography class, whereas at the same time they receive the least teacher supportin this class. The correlation between education degree and years in service was notfound when considering the results of the Cooperation and Teacher Support scales.Key words: cooperation; support; students; teachers.-Suradnjom među učenicima ostvaruju se kvalitetni međuvršnjački odnosi, dokpružanjem učiteljske podrške zahvaćamo u odnos učenika i odraslih osoba. Brojnaistraživanja ističu važnost oba odnosa. Svi učenici ne posjeduju vještine koje imomogućuju suradnju s drugima te je na učiteljima da im pomognu razvijati ih iusavršavati. Podrška koju učitelji pružaju učenicima značajno utječe ne samo nanjihova akademska postignuća, već i na njihov emocionalni, socijalni i moralnirazvoj. Cilj istraživanja bio je opisati kako učenici doživljavaju svoju međusobnusuradnju te podršku koju primaju od učitelja na različitim nastavnim predmetima.Istraživanjem je obuhvaćeno 650 učenika šestih i osmih razreda iz 11 osnovnih školaSisačko-moslavačke županije, Republika Hrvatska, prosječne starosti 13,4 godinate njihovih 69 predmetnih učitelja. Primijenjeni upitnik sastojao se od dviju skala,Suradnja i Podrška učitelja. Navedene skale preuzete su iz modificiranoga upitnikaWhat Is Happening In This Class (Fraser, Fisher i McRobbie, 1996). Obje skaleprimijenjene su na tri nastavna predmeta: Hrvatski jezik, Matematiku i Geografiju.Dobiveni rezultati ukazuju na to da su učitelji usmjereniji na osiguravanje suradnjemeđu učenicima tijekom nastave nego na pružanje podrške u radu. Nadalje, učitelji načijim se nastavnim satima ostvaruje bolja suradnja među učenicima, ujedno pružajui višu razinu podrške. Učenici procjenjuju da najviše surađuju u nastavi Geografije,ali istovremeno, na toj nastavi dobivaju najmanju podršku učitelja. Nije dobivenapovezanost stručne spreme i godina staža učitelja s rezultatima skale Suradnja i skalePodrška učitelja.Ključne riječi: podrška; suradnja; učenici; učitelji.
... 그러나 청소년기는 이러한 측면에서 특히 더 중요한 시기이다. 청소년들은 한 사회의 구성원으로서의 역할과 정체성을 확립해가기 시작하며 (강가영, 장유미, 2013) 타인과의 상호작용 속에서 여러 가치와 태도, 행동을 학습하고 다른 사람과의 관계에 서 조화를 이루는 방법을 실제적으로 익힌다 (임영식 외, 2009 (이숙, 정미자, 1995 (강가영, 장유미, 2013; 김종화, 유희철, 2009 (문은식, 김충희, 2002;Birch, Ladd, 1996) ...
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This study sought to identify the reciprocal effects of social relationships and a sense of community by means of autoregressive cross-legged modeling. Social relationships have been examined through adolescents’ relationships with their parents, peers and teachers. A sense of community has been conceptualized through a number of different dimensions, such as societies and the world, with the exception of direct personal relations. According to the 3rd, 4th, and 5th years panel data, conducted by the National Youth Policy Institute and gathered from middle school students, the results show that social involvement and a sense of community are interdependent. The results indicated that adolescents’ social relationships can improve the sense of community and vice versa. Therefore, social relationships are important in adolescents’ sense of society. These results suggest that if educational interventions for adolescents focus on improving one's relationships with others, especially with one’s peers, it will enhance the subjects’ sense of community.
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This study aimed to examine the impact of COVID-19 on the pattern of socialemotional development and learning engagement of Korean students. It employs latent profile analysis to categorize middle and high school students based on their social-emotional development (action-orientation, optimism, perseverance, relationship with adults) and learning engagement (cooperative learning, and self-directed learning). The analysis, conducted during the fall semester of 2019 and the spring semester of 2020 amid COVID-19 school closures, explores nuanced patterns and effects. The findings reveal distinct student groups with discernible differences across all factors both before and during school closure. Notably, the research suggests that early social-emotional development may influence subsequent developmental stages and that a student’s social-emotional skills correlate with cooperative and self-directed learning. Furthermore, the study highlights the pandemic’s varied impact on student groups, indicating that those with advanced social-emotional competencies and established learning practices were resilient to school closures. In contrast, ’average’ students faced challenges in cooperative and active learning during lockdown. The study underscores the need for targeted educational measures, particularly for at-risk students, and suggests proactive preparation for future pandemics.
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Bu çalışmada, algılanan akademik destek ve öğrenci tükenmişliği arasındaki ilişkide akademik akışın aracılık rolü incelenmiştir. Korelasyonel (ilişkisel) bir desen kullanılarak 342 lise öğrencisi örnekleminde; demografik bilgiler, algılanan akademik destek, akademik akış ve öğrenci tükenmişliği ölçümlerini içeren yüz yüze bir ölçme aracı uygulanmıştır. Algılanan akademik destek, akademik akış ve tükenmişlik arasındaki ilişkileri incelemek için Yapısal Eşitlik Modeli (YEM) kullanılmıştır. Sonuçlar, akademik akışın algılanan akademik destek (anne-baba, öğretmen ve arkadaş) ile pozitif; öğrenci tükenmişliği ile negatif yönde ilişkili olduğunu göstermiştir. Ayrıca algılanan akademik destek ile öğrenci tükenmişliği arasında negatif yönde bir ilişki olduğu tespit edilmiştir. Son olarak algılanan akademik destek ile öğrenci tükenmişliği arasındaki ilişkide, akademik akışın aracılık rolüne sahip olduğu görülmüştür. Araştırmanın dikkat çekici bulgusu ise anne-baba ve öğretmen akademik desteği öğrenci tükenmişliği üzerinde anlamlı bir toplam etkiye sahip iken arkadaş akademik desteğinin öğrenci tükenmişliği üzerinde anlamlı bir etkisinin olmamasıdır. Özellikle öğretmen-öğrenci ilişkisinin önemini ortaya koyan araştırma sonucu, öğretmenlerin destekleyici tutumlarıyla öğrencilerin akademik bağlamda daha sık akış deneyimleyerek tükenmişlik riskinin azaltılabileceğini göstermektedir.
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Few empirical studies have specifically examined the underlying mechanisms of the "healthy context paradox" in Chinese cultural context. By constructing a moderated mediation model, the present study investigated the relationship between bullying victimization and academic adjustment, as well as the mediating effects of subjective well-being and the moderating role of classroom-level victimization. A sample of 631 adolescents (Mage = 13.75, SD = 0.74, 318 boys) were recruited from four schools in Hubei, Southern China. Results show that: (1) classroom-level victimization moderates the relationship between bullying victimization and academic adjustment. (2) Classroom-level victimization moderates the association through subjective well-being. This study confirms the healthy context paradox of bullying victimization and first reveals the mechanism of the mediating role of subjective well-being. Understanding the mechanisms that contribute to the health context paradox is crucial for developing targeted intervention strategies for individuals who experience ongoing bullying.
Article
This study aims to understand the relationship between material deprivation and children’s life satisfaction, with a particular focus on the serial mediating mechanisms of social interaction and a sense of safety. A sample of 41,455 children was obtained from 18 countries participating in the second wave of the International Survey of Children’s Well-Being (ISCWeB). The data were analyzed through structural equation modeling. The results showed that material deprivation was negatively associated with children’s life satisfaction. Moreover, material deprivation reduced children’s social interaction with families and peers, which impaired their sense of safety at home and school, thereby decreasing their life satisfaction. Social interaction and a sense of safety significantly mediated the relationships between material deprivation and children’s life satisfaction. The present study extended previous research by establishing an integrated framework to illustrate the underlying mechanisms between material deprivation and children’s life satisfaction. This research also provided practical implications to mitigate the adverse effects of material deprivation on child development.
Chapter
Throughout the elementary school years, children tend to spend more time with their peers and teachers than with their parents. These interactions with peers and teachers contribute to their socioemotional development and academic achievement, for better or for worse. In this chapter, we examined relationships with peers and teachers and their contribution to elementary school children’s (mal)adaptive developmental outcomes. We focused on two types of peer experiences, namely those at the dyadic level, such as friendships, and those at the group level, such as poor appraisal by classroom peers or classroom norms. We also covered teacher experiences at the group level (teacher relationship with the class group) and those at the dyadic level (teacher relationship with one student). We considered each type of peer and teacher experience as a predictor or as a moderator (i.e., protective or exacerbating factor) of children’s functioning in multiple domains. As much as possible, we documented the intra- or interpersonal mechanisms that could account for these links with children’s functioning. Our review suggests that peer and teacher experiences play an important role with respect to children’s developmental outcomes, although empirical evidence is sometimes scarce or inconclusive. Moreover, we highlight the likelihood that children’s social, emotional, cognitive and biological processes need to be considered to understand these associations. We conclude our review with a brief examination of the possible interplay between peer and teacher experiences and a list of questions/issues for the future.KeywordsPeersFriendshipsTeachersChildrenElementary schoolSocioemotional developmentAcademic achievement
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