The combined effects of teacher-child and peer relationships on children's social-emotional adjustment

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• 作者：Cen Wang^a ; ^{cenwang23@gmail.com} ; Maria Hatzigianni^b ; ^{maria.hatzigianni@mq.edu.au} ; Ameneh Shahaeian^c ; ^d ; ^{ameneh.shahaeian@gmail.com} ; Elizabeth Murray^d ; ^{emurray@csu.edu.au} ; Linda J. Harrison^c ; ^{LHarrison@csu.edu.au}
• 关键词：Teacher-child relationship ; Peer relationship ; Cluster analysis ; Self-concept ; Emotional well-being ; School liking
• 刊名：Journal of School Psychology
• 出版年：2016
• 出版时间：December 2016
• 年：2016
• 卷：59
• 期：Complete
• 页码：1-11
• 全文大小：435 K
• 卷排序：59

文摘

Teachers and peers represent two important dimensions of the classroom social ecology that have important implications for children's social-emotional adjustment. This study examined the combined effects of teacher-child relationships (TCR) and peer relationships for 6–7 year-old children on their social-emotional adjustment at 8–9 years. The sample was comprised of children and their teachers participating in the Longitudinal Study of Australian Children (n = 2857). Teachers reported on TCR, peer relationships, and children's emotional well-being, and children provided self-reported self-concept and school liking during a face-to-face interview. The analytic approach extends previous research by modeling TCR and peer relationships in combination, using cluster analysis to understand the nature of 6–7 year-old children's social relationships in the classroom. Five distinct profiles of children were identified: adaptive, teacher-oriented, teacher-child conflict prominent, non-adaptive, and invisible. The adaptive profile had the best outcomes on all three aspects of social-emotional adjustment at age 8–9; the non-adaptive profile had the poorest outcomes, and the invisible group was mid-range. The teacher-oriented and teacher-child conflict prominent groups had mixed outcomes for social-emotional adjustment. Implications for school psychologists and teachers are discussed.