Teacher–Student Relationship and Peer Disliking and Liking Across Grades 1–4. Issue 2 (5th January 2016)

• Record Type: Journal Article
• Authors: Hughes, Jan N.; Im, Myung H.
• Is Part Of: Child development. Volume 87:Issue 2(2016:Mar./Apr.)
• Page Start: 593
• Page End: 611
• Publication Date: 2016-01-05
• Subjects: Child development -- Periodicals; Child psychology -- Periodicals; Child Development -- Periodicals; Child Development; Pediatrics -- Periodicals; Pedicatrics; 305.231
• DOI: 10.1111/cdev.12477
• Languages: English
• ISSNs: 0009-3920

Abstract

Abstract : Between‐child and within‐child effects of teacher–student warmth and conflict on children's peer‐nominated disliking and liking across Grades 1–4 (ages 6–10) were investigated in a sample of 746 ethnically diverse and academically at‐risk children in Texas. Multilevel modeling controlled for time‐invariant between‐child differences while modeling the effect of time‐varying teacher–student relationship (TSR) warmth and conflict on children's peer relatedness. Teachers reported on warmth and conflict. Peers reported on liking and disliking. Above between‐child effects of average levels of teacher warmth and conflict on initial level and rate of change in liking and disliking and classroom teacher support, year‐to‐year changes in TSR conflict and warmth predicted intraindividual change in children's peer disliking but not peer liking.