The Unique and Combined Effects of Teacher-Child and Peer Relationships on Children's Social-Emotional Adjustment

• In Event: Poster Session 12
  In Poster Session: Children's Social and Emotional Adjustment

Abstract

This study examined the unique and combined effects of teacher-child (TCR) and peer relationships for 6-7-year-old children and their social-emotional adjustment at 8-9 years. The sample included children and their teachers participating in the Longitudinal Study of Australian Children (N = 2857). Importantly, the analytic approach extends previous research by clustering both TCR and peer relationships to identify and understand profiles of classroom social relationships. Five distinct profiles were identified, described as children who were adaptive, teacher oriented, teacher-child conflict prominent, non adaptive and invisible in their classroom social relationships. Further analyses showed differential functioning of the five profiles on children’s self-concept, emotional well-being, and school liking. Implications for teachers and professional development are discussed.

Authors

• Cen Wang, Charles Sturt University

• Maria Hatzigianni

• Ameneh Shahaeian

• Elizabeth Murray

• Linda J. Harrison, Charles Sturt University