Mapping the Social World of Classrooms: A Multi-Level, Multi-Reporter Approach to Social Processes and Behavioral Engagement

• Published in: American journal of community psychology Vol. 57; no. 1-2; pp. 20 - 35
• Main Authors: Kim, Ha Yeon, Cappella, Elise
• Format: Journal Article
• Language: English
• Published: England Blackwell Publishing Ltd 01.03.2016; Blackwell Science Ltd
• Subjects: Academic engagement; Achievement; Child; Child Behavior Disorders - ethnology; Child Behavior Disorders - psychology; Child Behavior Disorders - therapy; Child, Preschool; Classroom quality; Classrooms; Dominican Republic - ethnology; Elementary schools; Emigrants and Immigrants - education; Emigrants and Immigrants - psychology; Female; Hispanic Americans; Hispanic Americans - education; Hispanic Americans - psychology; Humans; Interpersonal Relations; Kindergarten; Low income groups; Male; Peer Group; Peer relationship; Peer relationships; Peers; Protection; Protective Factors; Psychosocial Deprivation; Risk Factors; School Teachers; Schools; Social Behavior; Social Environment; Social network; Social networks; Social processes; Social Support; Student participation; Student teacher relationship; Students; Students - psychology; Teacher-student relationship; Teachers; United States; United States > US; Academic engagement; Social network; Teacher-student relationship; Classroom quality; Peer relationship
• ISSN: 0091-0562; 1573-2770
• DOI: 10.1002/ajcp.12022

Understanding the social context of classrooms has been a central goal of research focused on the promotion of academic development. Building on the current literature on classroom social settings and guided by a risk and protection framework, this study examines the unique and combined contribution of individual relationships and quality of classroom interactions on behavioral engagement among low‐income Latino students in kindergarten to fifth grade (N = 111). Findings indicate that individual relationships with teachers and peers and classroom quality, each independently predicted behavioral engagement. Moreover, high‐quality classrooms buffered the negative influence of students’ difficulties in individual relationships on behavioral engagement. Findings illuminate the need to consider multiple layers of social classroom relationships and interactions and suggest the potential benefit of targeting classroom quality as a mechanism for improving behavioral engagement in urban elementary schools.