A Preliminary Investigation of Student Externalizing Behavior, Teacher Praise, and Peer Reputations
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| Title: | A Preliminary Investigation of Student Externalizing Behavior, Teacher Praise, and Peer Reputations |
|---|---|
| Language: | English |
| Authors: | Kristen L. Granger (ORCID |
| Source: | Journal of Emotional and Behavioral Disorders. 2026 34(1):3-16. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Sponsoring Agency: | National Center for Special Education Research (NCSER) (ED/IES) |
| Contract Number: | R324B220003 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education |
| Descriptors: | Behavior Problems, Reputation, Early Childhood Education, Elementary School Students, At Risk Persons, Positive Reinforcement, Teacher Behavior, Peer Relationship, Correlation, Student Behavior |
| Assessment and Survey Identifiers: | Systematic Screening for Behavior Disorders |
| DOI: | 10.1177/10634266251331547 |
| ISSN: | 1063-4266 1538-4799 |
| Abstract: | The purpose of this study was to examine the relation between externalizing behavior and peer reputations of kindergarten through third-grade students (N = 35, from 18 U.S. classrooms) with or at risk for Emotional and Behavioral Disorders (EBDs). We also examined the extent to which this relation varied as a function of teacher delivery of praise. A series of multiple regression models, adjusted for the nesting of students within classrooms, were conducted. Models revealed a significant effect of the interaction between externalizing behavior and teacher praise on peer reputations for prosocial behavior (i.e., "Being Nice"). This effect indicated a negative relation between externalizing behavior and a prosocial peer reputation for students who received low rates of teacher praise. However, a positive relation was present between externalizing behavior and a prosocial peer reputation for students who received average and high rates of teacher praise. Findings reinforce that teacher praise is an important positive behavioral support and send a preliminary signal that praise may mitigate negative peer reputations for students with or at risk for EBD. Implications for research and practice are discussed. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2026 |
| Accession Number: | EJ1499790 |
| Database: | ERIC |
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