2-041 - Classroom Interactions with Teachers and Peers: Interrelations and Contributions to Student Social and Academic Adjustment

Session Type: Paper Symposium

Integrative Statement

Social classroom interactions and relationships provide an important developmental context for children. Research on social classroom antecedents of child outcomes has often investigated either teacher-student or peer relationships. In addition, most studies have focused on only one peer relationship dimension, namely peer likeability (i.e., being accepted or rejected). This symposium contributes to this growing body of research by (a) including both teacher-student and peer interactions, (b) investigating multiple dimensions of peer interactions and relationships (e.g., social acceptance, behavioral interactions, social isolation), and (c) focusing on students with diverse needs. The samples included are diverse in age (from preschool to upper elementary school), level of functioning (children with disabilities, as well as typically developing children), and country (Portugal, Belgium, the Netherlands). A US researcher who has conducted research relevant to these issues will reflect on how these studies contribute to our understanding of classroom social dynamics and their importance for children’s development.
The first study (N = 586 students) investigates the bidirectional, longitudinal associations among teacher support, peer acceptance, and student engagement for boys and girls in upper elementary school. The second study (N = 247) is conducted in an inclusive preschool setting and sheds light on the effects of teacher-child interaction quality on individual child engagement and peer interactions, for children with different levels of functioning. The final study (N = 1477 students from Grade 5) examines how teachers behave in interaction with socially isolated students, and how this behavior affects students’ social integration with peers over time.

Sub Unit

• Education, Schooling

Chair

• Karine Verschueren, University of Leuven (KU Leuven)

Discussant

• Kathryn Wentzel, University of Maryland

Individual Presentations

• Teacher Support, Peer Acceptance, and Engagement in the Classroom: A Three-Wave Longitudinal Study - Presenting Author: Tessa Weyns, KU Leuven; Hilde Colpin, University of Leuven (KU Leuven); Steven De Laet, KU Leuven; Maaike Engels, KU Leuven; Karine Verschueren, University of Leuven (KU Leuven)

• Quality of Teacher-Child Interactions, Child Engagement and Peer Interactions in Inclusive Preschool Settings - Presenting Author: vera coelho, Universidade do Porto; Ana Isabel Pinto, Universidade do Porto; Joana Cadima, University of Porto; Cristiana Guimarães, University of Porto

• How Teachers Relate to Socially Isolated Students: Teachers Know Who is Isolated, but Do Not Seem to Act on It - Presenting Author: Marloes M. H. G. Hendrickx, University of Utrecht; Tim Mainhard, Utrecht University; Henrike J. Boor-Klip, Radboud University; Antonius H. N. Cillessen, Developmental Psychology, Behavioural Science Institute, Radboud University; Mieke Brekelmans, Utrecht University