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ERIC Number: EJ911013
Record Type: Journal
Publication Date: 2011
Pages: 13
Abstractor: As Provided
Reference Count: 100
ISBN: N/A
ISSN: ISSN-1537-4416
Transactional Associations among Teacher Support, Peer Social Preference, and Child Externalizing Behavior: A Four-Wave Longitudinal Study
Leflot, Geertje; van Lier, Pol A. C.; Verschueren, Karine; Onghena, Patrick; Colpin, Hilde
Journal of Clinical Child and Adolescent Psychology, v40 n1 p87-99 2011
The links between children's externalizing behaviors and two characteristics of children's social interactions within the classroom, namely, peer social preference and received support from the teacher, were studied in 570 children followed from their 2nd- to 3rd-grade years of elementary school. Data consisted of peer and teacher reports of externalizing behavior, sociometric "liked most" and "liked least" nominations, and teacher rated support. Results showed consistent paths from externalizing behavior to (low) peer social preference. Peer social preference, in turn, predicted decreases in externalizing behavior, even after taking teacher support into account. Teacher support was not consistently linked to the development of externalizing behavior across time. However, an indirect path from externalizing behavior, via (low) peer social preference, to lower levels of teacher support was found. These results were similar for girls and boys. (Contains 1 footnote, 2 tables, and 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium