Publikation: Teacher liking as an affective filter for the association between student behavior and peer status
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This study investigated how peer perceptions of teacher liking and disliking for a student shape students’ social cognitions by moderating associations between the student’s peer-perceived social behavior and peer liking and disliking status. We studied individual teacher liking and disliking as well as classroom norms as moderators of individual and classroom-level behavior-status associations. Peer nominations of (dis)liking, being (dis)liked by the teacher, and prosocial and aggressive behavior were gathered from 1454 students (Mage = 10.60) in 58 fifth-grade classes in the Netherlands. Results from multilevel analyses showed the teacher made a difference in particular for those students who were at-risk of low peer status, that is, those students who were perceived by many of their peers to show aggressive behavior and by few to show prosocial behavior. These students were disliked less and liked more when they were perceived by peers to be less disliked and more liked by the teacher. Furthermore, the amount of disliking associated with overt and relational aggression differed across classrooms, depending on norms of teacher liking. These findings may help teachers to understand and improve an individual student’s peer status, and alter the behavior–status dynamics in their class.
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HENDRICKX, Marloes M.H.G., Tim MAINHARD, Henrike J. BOOR-KLIP, Mieke BREKELMANS, 2017. Teacher liking as an affective filter for the association between student behavior and peer status. In: Contemporary Educational Psychology. 2017, 49, pp. 250-262. ISSN 0361-476X. eISSN 1090-2384. Available under: doi: 10.1016/j.cedpsych.2017.03.004BibTex
@article{Hendrickx2017-04Teach-44444,
year={2017},
doi={10.1016/j.cedpsych.2017.03.004},
title={Teacher liking as an affective filter for the association between student behavior and peer status},
volume={49},
issn={0361-476X},
journal={Contemporary Educational Psychology},
pages={250--262},
author={Hendrickx, Marloes M.H.G. and Mainhard, Tim and Boor-Klip, Henrike J. and Brekelmans, Mieke}
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<dcterms:abstract xml:lang="eng">This study investigated how peer perceptions of teacher liking and disliking for a student shape students’ social cognitions by moderating associations between the student’s peer-perceived social behavior and peer liking and disliking status. We studied individual teacher liking and disliking as well as classroom norms as moderators of individual and classroom-level behavior-status associations. Peer nominations of (dis)liking, being (dis)liked by the teacher, and prosocial and aggressive behavior were gathered from 1454 students (M<sub>age </sub>= 10.60) in 58 fifth-grade classes in the Netherlands. Results from multilevel analyses showed the teacher made a difference in particular for those students who were at-risk of low peer status, that is, those students who were perceived by many of their peers to show aggressive behavior and by few to show prosocial behavior. These students were disliked less and liked more when they were perceived by peers to be less disliked and more liked by the teacher. Furthermore, the amount of disliking associated with overt and relational aggression differed across classrooms, depending on norms of teacher liking. These findings may help teachers to understand and improve an individual student’s peer status, and alter the behavior–status dynamics in their class.</dcterms:abstract>
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