The influence of teachers' preferences on children's social status in schools

The influence of teachers' preferences on children's social status in schools

• Lu, Hui Jing
• Fung, Kitty Yau Fong University of Michigan
• Farver, Jo Ann
• Chen, Bin Bin
• Chang, Lei Chinese University of Hong Kong

Journal of Educational and Developmental Psychology, 5(1), 57-73, 2015

Canadian Center of Science and Education

2015

• N Students & Student Services
  • NC Charactieristics & Conditions of Students; Opinion & Attitudes of Students, Problems of Adjustment

Peer Popularity Teacher Liking Classroom Environment Prosocial Behavior Aggression

• Hong Kong

• 1997.7 onwards

• Primary Education

This study reconceptualizes and operationalizes peer status in elementary school classrooms by considering both teachers’ and peers’ preferences. Within this framework, a sample of 1411 students (Grades 1-6) in Hong Kong were classified into four types based on combinations of their peers’ and teachers’ preference scores: (1) popular stars—those liked by both peers and teachers; (2) teachers’ pets—those liked by teachers but not by peers; (3) students’ heroes—those liked by peers but not by teachers; and (4) rejected—those disliked by both peers and teachers. Results of MANOVA tests revealed significant differences among the four status groups in their leadership, aggression, social withdrawal, and academic performance. Path analyses showed both similarities and differences among the four status groups in terms of students’ attributes and how they predicted teachers’ and peers’ preferences.
[Copyright © 2015 Canadian Center of Science and Education.]

• English

Journal Articles

• 19270526

https://bibliography.lib.eduhk.hk/bibs/0fa535e0

2015-09-22