Teacher-Student Relationship and Peer Disliking and Liking Across Grades 1-4.
Teacher-Student Relationship and Peer Disliking and Liking Across Grades 1-4.
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DOI：
10.1111/cdev.12477
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发表时间：
2016-03
影响因子：
4.6
通讯作者：
Im MH
中科院分区：
文献类型：
--
作者：
Hughes JN;Im MH
研究人员以德克萨斯州 746 名不同种族和学业有风险的儿童为样本，调查了 1-4 年级（6-10 岁）师生温暖和冲突对同侪提名的厌恶和喜爱的儿童之间和儿童内部的影响。多层次建模控制了儿童间的时不变差异，同时模拟了时变 TSR 温暖和冲突对儿童同伴关系的影响。老师们报告了温暖和冲突。同行报告喜欢和不喜欢。高于教师温暖和冲突的平均水平对初始水平以及喜欢和不喜欢以及课堂教师支持的变化率的儿童间影响，TSR冲突和温暖的逐年变化预测了儿童同伴厌恶的个体内部变化，但不能预测同伴喜欢的变化。
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. Multi-level modeling controlled for time-invariant between-child differences while modeling the effect of time-varying 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 intra-individual change in children’s peer disliking but not peer liking.