The Impact of Student Teacher Relationships on Social Efficacy in Children

• In Event: Poster Session 13
  In Poster Session: PS 13 Topic - Social Relationships

Abstract

Relationships with teachers and peers during the early childhood period are important in the development of social self-efficacy. According to Bandura (1977), children develop self-efficacy from models and messages received from others. Bronfenbrenner (1979) discusses the importance of the social environment in the social development of children. Relationships between teachers and students can impact how confident students feel about their peer relationships. The goal of this study is to examine the relationship between teacher support and student confidence in their ability to develop and maintain strong peer relationships at school. The main research question investigated teacher interactions as a predictor of social self-efficacy in young children. We hypothesized that students who have positive interactions with their teachers will have higher perceptions of peer competence in the classroom compared with students with less positive interactions with teachers. This study also examined whether racial differences exist in perceptions of peer relationships, teacher support, and teacher conflict. Understanding the influence of teachers on young children’s beliefs about their ability to maintain positive peer relationships will help create a positive classroom environment.
The study used data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K, 2011) to examine the relationship between teacher interactions and social self-efficacy among third-grade children (n = 10,471). A multiple linear regression analysis was conducted to predict social self-efficacy based on teacher conflict and support and gender. Preliminary results revealed that teacher closeness was a significant predictor of social self-efficacy (𝛽 = .081, p = .000), teacher conflict (𝛽 = -.034, p = .000) was a significant predictor of social self-efficacy, and gender (𝛽 = -.044, p = .000) significantly predicted social self-efficacy. Students who were close to their teachers and had less conflict with their teacher had higher social self-efficacy compared with students with lower teacher closeness and more conflict. Girls had higher social competence compared to boys.
We conducted an univariate analysis of variance (ANOVAs) and used Tukey’s post test to examine racial differences in student perception of social self-efficacy with peers. Results revealed racial differences in perceived social efficacy with peers (4, 10471)=50.510, p=.000. African American third graders (M=2.99, SD=.65) had signficantly higher social self-efficacy compared with other racial groups in the study.
This suggests the importance of positive student-teacher relationships within the classroom environment. Implications for student-teacher relationships are discussed and strategies for improving student -teacher interactions in an online and face to face format will be discussed. The study will also examine school and classroom related factors that strengthen positive social relationships.
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Authors

• Maya Greer, Howard University
  Non-Presenting Author

• Mia Jackson, Howard University
  Non-Presenting Author

• Elizabeth Ricks, Howard University
  Presenting Author