Mapping the Social World of Classrooms: A Multi-Level, Multi-Reporter Approach to Social Processes and Behavioral Engagement.
Mapping the Social World of Classrooms: A Multi-Level, Multi-Reporter Approach to Social Processes and Behavioral Engagement.
复制标题
绘制课堂社交世界：社交过程和行为参与的多层次、多报告者方法。
DOI：
10.1002/ajcp.12022
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发表时间：
2016
影响因子：
3.1
通讯作者：
Cappella,Elise
中科院分区：
文献类型：
--
作者：
Kim,HaYeon;Cappella,Elise
了解课堂的社会背景一直是以促进学术发展为重点的研究的中心目标。基于当前关于课堂社交环境的文献，并以风险和保护框架为指导，本研究探讨了幼儿园至五年级低收入拉丁裔学生（N=111）中个人关系和课堂互动质量对行为参与的独特和综合贡献。研究结果表明，个人与教师和同龄人的关系以及课堂质量各自独立地预测行为参与度。此外，高质量的教室缓冲了学生在个人关系中的困难对行为参与的负面影响。研究结果表明，需要考虑多层次的社会课堂关系和互动，并建议针对课堂质量作为一种机制，提高城市小学的行为参与的潜在好处。
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.