Peer assessments of non-native and individual teacher-student support predict social acceptance and engagement among low-achieving children

被引：57

作者：

Hughes, JN ^{[1
]}

Zhang, D ^{[1
]}

Hill, CR ^{[1
]}

机构：

[1] Texas A&M Univ, College Stn, TX 77843 USA

来源：

JOURNAL OF SCHOOL PSYCHOLOGY | 2006年 / 43卷 / 06期

关键词：

teacher student relations; teacher warmth; peer acceptance; engagement; school belonging; elementary students;

D O I：

10.1016/j.jsp.2005.10.002

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

This study used hierarchical linear modeling to predict first grade students' peer acceptance, classroom engagement, and sense of school beloning from measures of normative classroom teacher-student support and individual teacher-student support. Participants were 509 (54.4% male) ethnically diverse, first grade children attending one of three Texas School districts (1 urban, 2 small city) who scored below their school district rnedian on a measure of literacy administered at the beginning of first grade. Peer nominations from 5147 classmates were used to assess both normative and individual levels of teacher Support. Normative classroom teacher-student support predicted children's peer acceptance and classroom engagement, above the effects of child gender. ethnic minority status, and individual teacher-student support. Results are discussed in terms of implications for teacher preparation and professional development. (c) 2005 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

引用

页码：447 / 463

页数：17

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