Influences of Teacher-Child Relationships and Classroom Social Management on Child-Perceived Peer Social Experiences in Classrooms

• In Event: Contemporary Issues in Developmental Psychology

Abstract

Interactions with teachers and peers are both critical for children’s development, which, however, are usually discussed separately. This study bridges these two areas of research to examine teacher influences (i.e., teacher-child relationships and classroom social management) on child-perceived peer social support and peer victimization for 2,678 children within 183 classrooms in preschool through grade three. Results showed that teacher-child closeness promoted child-perceived peer social support from fall to spring, whereas teacher-child conflict and teachers’ behavior management were associated with the change in child-perceived peer victimization. These associations were unique and beyond the influence of children’s actual peer interactions, including reciprocal friendships and the classroom reputation of peer victimization, which highlights the critical teacher roles in shaping children’s classroom social experiences.

Authors

• Jing Chen, Shanghai Jiao Tong University

• Hui Jiang, The Ohio State University

• Laura M. Justice, The Ohio State University

• Tzu-Jung Lin, The Ohio State University

• Kelly Purtell, The Ohio State University

• Arya Ansari, The Ohio State University