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ERIC Number: ED581167
Record Type: Non-Journal
Publication Date: 2016-May
Pages: 14
Abstractor: As Provided
Peer and Teacher Preference, Student-Teacher Relationships, Student Ethnicity, and Peer Victimization in Elementary School
Wang, Feihong; Leary, Kevin A.; Taylor, Lorraine C.; Derosier, Melissa E.
Grantee Submission, Psychology in the Schools v53 n5 p488-501 May 2016
We examined the effects of peer preference and teacher preference for students, students' perceived relationship with their teacher and student ethnicity on peer victimization in late elementary school. Participants were students in the third through fifth grades in four public elementary schools in a southern state. Using hierarchical linear modeling, we found that peer and teacher preference for students and student ethnicity each uniquely predicted student-reported peer victimization, controlling for student gender, grade level, and teacher gender and race. Specifically, higher peer and teacher preference were independently related to lower peer victimization in late elementary school, and minority students were more at risk for peer victimization than were White students. Interestingly, examinations of interactions indicated that Hispanic children who reported more positive relationships with teachers were at greater risk of victimization relative to White students. Practical implications are discussed in light of these findings. [This article was published in "Psychology in the Schools" (EJ1097179).]
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: National Inst. of Mental Health (DHHS), Rockville, MD.; Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: North Carolina
IES Funded: Yes
Grant or Contract Numbers: 5R44MH0707103; R324B120002