The combined effects of teacher-child and peer relationships on children's social-emotional adjustment

Teachers and peers represent two important dimensions of the classroom social ecology that have important implications for children's social-emotional adjustment. This study examined the combined effects of teacher-child relationships (TCR) and peer relationships for 6–7year-old children on the...

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Bibliographic Details
Published in:Journal of school psychology 2016-12, Vol.59, p.1-11
Main Authors: Wang, Cen, Hatzigianni, Maria, Shahaeian, Ameneh, Murray, Elizabeth, Harrison, Linda J.
Format: Article
Language:English
Subjects:
Adjustment
Child
Child development
Children
Classrooms
Cluster analysis
Ecology
Emotional Adjustment
Emotional well being
Emotions
Female
Follow-Up Studies
Humans
Interpersonal Relations
Liking
Male
Peer Group
Peer relationship
Peer relationships
Personal Satisfaction
Psychologists
School liking
School psychologists
School Teachers - psychology
Schools
Self Concept
Social Adjustment
Social relations
Student teacher relationship
Students
Teacher-child relationship
Teachers
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Summary:Teachers and peers represent two important dimensions of the classroom social ecology that have important implications for children's social-emotional adjustment. This study examined the combined effects of teacher-child relationships (TCR) and peer relationships for 6–7year-old children on their social-emotional adjustment at 8–9years. The sample was comprised of children and their teachers participating in the Longitudinal Study of Australian Children (n=2857). Teachers reported on TCR, peer relationships, and children's emotional well-being, and children provided self-reported self-concept and school liking during a face-to-face interview. The analytic approach extends previous research by modeling TCR and peer relationships in combination, using cluster analysis to understand the nature of 6–7year-old children's social relationships in the classroom. Five distinct profiles of children were identified: adaptive, teacher-oriented, teacher-child conflict prominent, non-adaptive, and invisible. The adaptive profile had the best outcomes on all three aspects of social-emotional adjustment at age 8–9; the non-adaptive profile had the poorest outcomes, and the invisible group was mid-range. The teacher-oriented and teacher-child conflict prominent groups had mixed outcomes for social-emotional adjustment. Implications for school psychologists and teachers are discussed.
ISSN:0022-4405
1873-3506
DOI:10.1016/j.jsp.2016.09.003