Understanding Elementary Children's Classroom Relationships: A Profile Analysis

• In Event: Exploring Children's Peer Interactions

Abstract

This study uses latent profile analysis to identify patterns, or profiles, within the social relationships that children experience in elementary classrooms. Approximately 1,700 elementary students, their teachers, and their peers reported their relationships with one another. Latent profile analysis produced six distinct profiles of elementary classroom relationships-based on students', teachers', and peers' perceptions of a child's classroom relationships. Findings indicate that the majority of students (61%) have relatively positive peer and teacher relationships. However, boys, younger students, and children from lower SES families were more likely to have negative aspects to their classroom relationships compared to other students. Findings further indicate that profiles of relationships impact school outcomes above and beyond prior experience and individual differences.

Authors

• Robin Sayers, University of Maryland

• Jessica Logan, The Ohio State University - Columbus

• Jacqueline von Spiegel, The Ohio State University

• Laura M. Justice, The Ohio State University

• Kelly Purtell, The Ohio State University

• Tzu-Jung Lin, The Ohio State University