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Social Behavior, Academic Achievement, Language Skills, and Peer Rejection in Elementary School Classes: The Moderating Role of Teacher Feedback

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Title: Social Behavior, Academic Achievement, Language Skills, and Peer Rejection in Elementary School Classes: The Moderating Role of Teacher Feedback
Language: English
Authors: Ariana Garrote (ORCID 0000-0001-7432-7872), Marion Diener (ORCID 0000-0002-4339-4391), Brigitte Hepberger (ORCID 0000-0003-4289-9619), Susanne Kuratli Geeler (ORCID 0000-0001-8726-7899), Celina Nesme (ORCID 0000-0002-0703-775X), Elisabeth Moser Opitz (ORCID 0000-0002-5243-4770)
Source: Educational Psychology. 2024 44(5):613-631.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 19
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 1
Primary Education
Grade 2
Grade 3
Descriptors: Foreign Countries, Elementary School Students, Elementary School Teachers, Elementary School Mathematics, Mixed Age Grouping, Grade 1, Grade 2, Grade 3, Peer Acceptance, Peer Relationship, Rejection (Psychology), Feedback (Response), Teacher Student Relationship, Academic Achievement, Social Behavior, Language Skills, Teacher Influence
Geographic Terms: Switzerland
DOI: 10.1080/01443410.2024.2387544
ISSN: 0144-3410
1469-5820
Abstract: The study examines the influence of teacher feedback in the relationship between peer rejection and student level predictors of rejection. Feedback on academic performance and social behaviour recorded during a standardised lesson was analysed for each of 36 Grade 1-3 classes (N = 709). Student social behaviour, academic achievement, and language skills were assessed at the start of the school year. Peer rejection was assessed at both the beginning and end of the school year. Three types of feedback behaviour were identified: Teachers who gave most negative feedback on social behaviour, those who gave most positive feedback on academic performance, and those who gave less feedback, positive or negative. Results provide evidence for the moderating role of teacher behaviour in the relationship between student academic achievement and peer rejection. In classrooms with the highest proportion of positive feedback on academic performance, academic achievement predicted peer rejection and there was a decrease in peer rejection over an academic year.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1437683
Database: ERIC
FullText Text:
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  Data: Social Behavior, Academic Achievement, Language Skills, and Peer Rejection in Elementary School Classes: The Moderating Role of Teacher Feedback
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  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Ariana+Garrote%22">Ariana Garrote</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7432-7872">0000-0001-7432-7872</externalLink>)<br /><searchLink fieldCode="AR" term="%22Marion+Diener%22">Marion Diener</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4339-4391">0000-0002-4339-4391</externalLink>)<br /><searchLink fieldCode="AR" term="%22Brigitte+Hepberger%22">Brigitte Hepberger</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4289-9619">0000-0003-4289-9619</externalLink>)<br /><searchLink fieldCode="AR" term="%22Susanne+Kuratli+Geeler%22">Susanne Kuratli Geeler</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8726-7899">0000-0001-8726-7899</externalLink>)<br /><searchLink fieldCode="AR" term="%22Celina+Nesme%22">Celina Nesme</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0703-775X">0000-0002-0703-775X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Elisabeth+Moser+Opitz%22">Elisabeth Moser Opitz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5243-4770">0000-0002-5243-4770</externalLink>)
– Name: TitleSource
  Label: Source
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  Data: <searchLink fieldCode="SO" term="%22Educational+Psychology%22"><i>Educational Psychology</i></searchLink>. 2024 44(5):613-631.
– Name: Avail
  Label: Availability
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 19
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Mathematics%22">Elementary School Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Mixed+Age+Grouping%22">Mixed Age Grouping</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Acceptance%22">Peer Acceptance</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Rejection+%28Psychology%29%22">Rejection (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Behavior%22">Social Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Influence%22">Teacher Influence</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Switzerland%22">Switzerland</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/01443410.2024.2387544
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0144-3410<br />1469-5820
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The study examines the influence of teacher feedback in the relationship between peer rejection and student level predictors of rejection. Feedback on academic performance and social behaviour recorded during a standardised lesson was analysed for each of 36 Grade 1-3 classes (N = 709). Student social behaviour, academic achievement, and language skills were assessed at the start of the school year. Peer rejection was assessed at both the beginning and end of the school year. Three types of feedback behaviour were identified: Teachers who gave most negative feedback on social behaviour, those who gave most positive feedback on academic performance, and those who gave less feedback, positive or negative. Results provide evidence for the moderating role of teacher behaviour in the relationship between student academic achievement and peer rejection. In classrooms with the highest proportion of positive feedback on academic performance, academic achievement predicted peer rejection and there was a decrease in peer rejection over an academic year.
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  Data: As Provided
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  Data: 2024
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  Data: EJ1437683
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      – Type: doi
        Value: 10.1080/01443410.2024.2387544
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 613
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Elementary School Mathematics
        Type: general
      – SubjectFull: Mixed Age Grouping
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Grade 2
        Type: general
      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Peer Acceptance
        Type: general
      – SubjectFull: Peer Relationship
        Type: general
      – SubjectFull: Rejection (Psychology)
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Social Behavior
        Type: general
      – SubjectFull: Language Skills
        Type: general
      – SubjectFull: Teacher Influence
        Type: general
      – SubjectFull: Switzerland
        Type: general
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      – TitleFull: Social Behavior, Academic Achievement, Language Skills, and Peer Rejection in Elementary School Classes: The Moderating Role of Teacher Feedback
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              Type: published
              Y: 2024
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