1,721,046 research outputs found
Links Between Teachers’ Liking of Students, Peer Inclusion, and Students’ Academic Achievement: A Two-Wave Longitudinal Study
Full text linkStudents who are more liked by their teachers tend to be included by their peers and to perform successfully at school. Yet, very little is known whether peer inclusion can mediate the effect of teachers' liking of students on students' academic achievement. Teachers from Grades 5 and 6 reported their liking of each student and academic achievement (N = 1209; 49% females), whereas peers rated the inclusion of classmates. Results from a multilevel growth curve model revealed that, only at the individual level, higher values of peer inclusion mediated the association between teachers' liking of students and academic achievement over time. This study provides new insights into the complex associations between teachers' liking of students and academic achievement during early adolescence
The Social Adjustment In Preschool Age. The Role Of Socio-Emotional Competence And Teacher-Child Relationship Quality On Peer Acceptance
Full text linkLittle attention has been given to the processes by which the qualities of the teacher–child relationship (e.g., close, dependent, or conflictive) and children’s social behavior are related to young children’s social adjustment in early childhood (Palermo et al., 2007).
The present dissertation, divided in three studies, investigated the direct and indirect contribution of children’s individual characteristics, quality of teacher-child relationships, and social behavior in an integrated model of peer acceptance. Study 1 aims at evaluating the internal consistency and the factorial validity of the full Student Teacher Relationship Scale (STRS) and Social Competence and Behavior Evaluation scale (SCBE-30) that represent two instruments widely used in international research to measure the teachers’ perception of their relationships with each child and of children’s social competent/incompetent behaviors. To date, no study has examined the factorial validity of the scales, using both Exploratory Factorial Analysis (EFA) and Confirmatory Factorial Analysis (CFA) in Italian children aged from 3 to 6 years.
Using the results of study 1, study 2 aims at examining the relations between the quality of teacher-child relationship, children’s social-emotional behavior and peer acceptance (likability) in a sample of Italian preschool-aged children. Contrary to other studies, we used multiple informants (teachers, children themselves, and peers) and multiple methods (interviews with children, sociometric testing, and assessment scales).
Study 3 aims at analyzing the relations between the quality of teacher-child relationship, children’s social-emotional behavior (anxiety-withdrawal, anger-aggression, and social competence), and peer likability in a longitudinal perspective. Less attention is given to the relation between withdrawal behavior and school adjustment over time. Given the small sample size, our hypotheses regarding the relation between anxiety-withdrawal and peer likability was somewhat exploratory.Our findings revealed that the modified three-factor versions of the STRS and SCBE-30 scales can be considered valid instruments for examining the quality of teacher-child relationships and children’s social behavior. The original structures of the STRS scale with three correlated factors (conflict, closeness, and dependency) and of SCBE-30 scale with three correlated factors (social competence, anger-aggression, and anxiety-withdrawal) were replicated.In line with other international research, the current work confirmed the processes by which the quality of teacher-child relationship (positive versus negative) may predict children’s social behavior and peer likeability. The positive emotional connection between teachers and children promoted children’s competent social behavior, and in turn, social competent behavior resulted as the only behavior related to peer acceptance. The results of the longitudinal study showed that socially competent behavior play an important role over time. The greater social competence displayed by children during time 1 and their progress during time 2, the more acceptable were they by their classmates. An important result regarded the effect of aggressive behavior on peer likeability. In our sample, aggressive behavior showed a long term effect on peer acceptance. Moreover, our results demonstrated that anxiety-withdrawal behavior was not related to peer likeability over time. In conclusion, the present dissertation suggests the importance of giving systematic attention to the study of teacher-child relationship and of children’s social behavior, beginning with the first years of kindergarten, through instruments widely used in international research. In addition, this present work demonstrated that children who showed close, warm interaction with teachers and cooperative play with peers, tended to be more accepted by other children, while aggressive or withdrawn children , tended to have negative relationships with teachers and to engage in disruptive play with peers. Children who are able to navigate the preschool environment effectively may benefit from these early social experiences as they enter primary school. Conversely, the transition to primary school may be more critical for anxious-withdrawn, or angry-aggressive children, who meet with difficulty in the preschool/kindergarten’s social arena
Shyness, Child–Teacher Relationships, and Socio-Emotional Adjustment in a Sample of Italian Preschool-Aged Children
No full textThe relations of preschool children’s emotion knowledge and socially appropriate behaviors to peer likability
No full textThe purpose of the present study was to examine the relations of children’s emotion knowledge (and its components) and socially appropriate behavior to peer likability in a sample of Italian preschool children at two time-points. At both Time 1 (T1; n 1⁄4 46 boys, 42 girls) and a year later at Time 2 (T2; n 1⁄4 26 boys, 22 girls), children’s emotion knowledge (i.e., emotion recognition, situation knowledge) was assessed, teachers evaluated children’s socially appropriate behavior, and peer likability was measured using a sociometric procedure. A two-wave autoregressive cross-lagged model indicated that children’s T1 emotion recognition was associated with higher T2 socially appropriate behavior, and children’s T1 socially appropriate behavior was related to higher T2 peer likability, even after controlling for stability in the constructs. Socially appropriate behavior mediated the relation between preschool children’s emotion recognition and peer likability. No bidirectional associations were found. The results support the notion that teacher training should focus on promoting children’s emotion knowledge to create a classroom atmosphere characterized by positive social behaviors and harmonious peer relationships across the preschool years
Le performance scolastiche degli studenti nelle scuole secondarie di I grado: il ruolo della qualità dell’insegnamento, dell’autoefficacia e del piacere nello studio
No full textL’obiettivo dello studio è di comprendere il ruolo della qualità dell’insegnamento e dell’autoefficacia degli studenti sul piacere nello studio e sulle performance scolastiche. Allo studio hanno partecipato 815 insegnanti e 7.579 studenti del livello 6, iscritti in 207 scuole. Esperti precedentemente formati hanno condotto delle osservazioni in tre tempi per rilevare la qualità dell’insegnamento. Gli studenti hanno compilato dei questionari sul piacere nello studiare la Matematica e sull’autoefficacia scolastica. Gli studenti hanno, inoltre, partecipato alle prove standardizzate nazionali INVALSI. I risultati hanno evidenziato un’associazione positiva della qualità dell’insegnamento e dell’autoefficacia con il piacere nello studio, che, a sua volta, ha evidenziato un’associazione con le performance scolastiche. Lo studio suggerisce come le pratiche didattiche e l’autoefficacia scolastica possano favorire il piacere nello studio e incidere sulle performance accademiche degli studenti
Le ragioni dell’amicizia in età prescolare: uno studio empirico con bambini da 3 a 6 anni.
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Peer Victimization, Social Functioning, and Temperament Traits in Preschool Children: The Role of Gender, Immigrant Status and Sympathy
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