Teacher-Student Relationship and Peer Disliking and Liking Across Grades 1-4

• Published in: Child development Vol. 87; no. 2; pp. 593 - 611
• Main Authors: Hughes, Jan N., Im, Myung H.
• Format: Journal Article
• Language: English
• Published: United States Blackwell Publishing Ltd 01.03.2016; Wiley for the Society for Research in Child Development; Wiley-Blackwell
• Subjects: Affective Behavior; At risk; At Risk Students; Child; Child psychology; Children; Children & youth; Classrooms; Conflict; Elementary School Students; Elementary school teachers; EMPIRICAL ARTICLES; Female; Grade 1; Grade 2; Grade 3; Grade 4; Humans; Interpersonal Relations; Liking; Longitudinal Studies; Male; Peer Group; Peer Relationship; Peer relationships; Predictor Variables; Relatedness; School Teachers; Social Desirability; Student teacher relationship; Teacher Role; Teacher Student Relationship; Teachers; Texas; United States; Texas; United States > US
• ISSN: 0009-3920; 1467-8624
• DOI: 10.1111/cdev.12477

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.