NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ724612
Record Type: Journal
Publication Date: 2006-Jan
Pages: 16
Abstractor: Author
Reference Count: N/A
ISSN: ISSN-0022-4405
Classroom Engagement Mediates the Effect of Teacher-Student Support on Elementary Students' Peer Acceptance: A Prospective Analysis
Hughes, Jan N.; Kwok, Oi-man
Journal of School Psychology, v43 n6 p465-480 Jan 2006
Participants were 360 (52.2% male) ethnically diverse and academically at-risk first-grade children attending one of three school districts in southeast and central Texas. Using latent variable structural equation modeling, we tested a theoretical model positing that the quality of the teacher-student relationship in first grade predicts children's peer acceptance the following year, controlling for children's previous externalizing problems and peer acceptance. We also expected that children's classroom engagement would mediate the effect of teacher-student relationship quality on peer acceptance. The hypothesized model provided a good fit to the data. Engagement fully mediated the effect of teacher support on subsequent peer acceptance. Neither ethnicity nor gender moderated the mediation findings.
Elsevier Customer Service Department, 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126 (Toll Free); Fax: 407-363-1354; e-mail:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas