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Teacher Behavior and Peer Liking and Disliking: The Teacher as a Social Referent for Peer Status

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Title: Teacher Behavior and Peer Liking and Disliking: The Teacher as a Social Referent for Peer Status
Language: English
Authors: Hendrickx, Marloes M. H. G., Mainhard, Tim, Oudman, Sophie, Boor-Klip, Henrike J., Brekelmans, Mieke
Source: Journal of Educational Psychology. May 2017 109(4):546-558.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 13
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Grade 5
Intermediate Grades
Middle Schools
Elementary Education
Descriptors: Teacher Behavior, Peer Acceptance, Teacher Student Relationship, Longitudinal Studies, Grade 5, Questionnaires, Path Analysis, Reference Groups, Elementary School Students, Elementary School Teachers, Student Behavior, Correlation, Foreign Countries
Geographic Terms: Netherlands
DOI: 10.1037/edu0000157
ISSN: 0022-0663
Abstract: According to social referencing theory, cues peers take from positive and negative teacher behavior toward a student affect the student's peer liking and disliking status. The present study was the first to test the hypothesized mediation model connecting teacher behavior with peer liking and disliking status, via peer perceptions of teacher liking and disliking for the student. We used a longitudinal design and controlled for peer perceptions of student behavior. A sample of 1,420 5th-grade students (M[subscript age] = 10.60) from 56 classes completed sociometric questionnaires at 3 time points within 1 school year. At the first time point video data was also recorded, and teacher behavior toward specific students was coded. A multilevel path analysis showed that teachers did function as social referents for peer status but only through their negative behavior toward a student. Negative teacher behavior was associated with peer perceptions of the teacher's disliking for the student 3 months later, which in turn predicted peers' disliking of the student 6 months later. Findings suggest that teachers play a prominent role in peer relationships, particularly in peer disliking. For practice, this suggests that it may be important for teachers to refrain from openly negative behavior toward students, particularly those at risk of peer rejection.
Abstractor: As Provided
Number of References: 65
Entry Date: 2017
Accession Number: EJ1139987
Database: ERIC
FullText Text:
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  Data: Teacher Behavior and Peer Liking and Disliking: The Teacher as a Social Referent for Peer Status
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Psychology%22"><i>Journal of Educational Psychology</i></searchLink>. May 2017 109(4):546-558.
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
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  Data: 10.1037/edu0000157
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– Name: Abstract
  Label: Abstract
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  Data: According to social referencing theory, cues peers take from positive and negative teacher behavior toward a student affect the student's peer liking and disliking status. The present study was the first to test the hypothesized mediation model connecting teacher behavior with peer liking and disliking status, via peer perceptions of teacher liking and disliking for the student. We used a longitudinal design and controlled for peer perceptions of student behavior. A sample of 1,420 5th-grade students (M[subscript age] = 10.60) from 56 classes completed sociometric questionnaires at 3 time points within 1 school year. At the first time point video data was also recorded, and teacher behavior toward specific students was coded. A multilevel path analysis showed that teachers did function as social referents for peer status but only through their negative behavior toward a student. Negative teacher behavior was associated with peer perceptions of the teacher's disliking for the student 3 months later, which in turn predicted peers' disliking of the student 6 months later. Findings suggest that teachers play a prominent role in peer relationships, particularly in peer disliking. For practice, this suggests that it may be important for teachers to refrain from openly negative behavior toward students, particularly those at risk of peer rejection.
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  Data: 2017
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  Data: EJ1139987
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        Value: 10.1037/edu0000157
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 546
    Subjects:
      – SubjectFull: Teacher Behavior
        Type: general
      – SubjectFull: Peer Acceptance
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Longitudinal Studies
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Path Analysis
        Type: general
      – SubjectFull: Reference Groups
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: Correlation
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Netherlands
        Type: general
    Titles:
      – TitleFull: Teacher Behavior and Peer Liking and Disliking: The Teacher as a Social Referent for Peer Status
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