KU Leuven - University of Leuven.
Child Dev. 2014 Jul-Aug;85(4):1647-62. doi: 10.1111/cdev.12216. Epub 2014 Jan 7.
This study examined how peer relationships (i.e., sociometric and perceived popularity) and teacher-child relationships (i.e., support and conflict) impact one another throughout late childhood. The sample included 586 children (46% boys), followed annually from Grades 4 to 6 (M(age.wave1) = 9.26 years). Autoregressive cross-lagged modeling was applied. Results stress the importance of peer relationships in shaping teacher-child relationships and vice versa. Higher sociometric popularity predicted more teacher-child support, which in turn predicted higher sociometric popularity, beyond changes in children's prosocial behavior. Higher perceived popularity predicted more teacher-child conflict (driven by children's aggressive behavior), which, in turn and in itself, predicted higher perceived popularity. The influence of the "invisible hand" of both teachers and peers in classrooms has been made visible.
本研究考察了同伴关系（即同伴提名和感知受欢迎程度）和师幼关系（即支持和冲突）如何在整个儿童晚期相互影响。样本包括 586 名儿童（46%为男生），从四年级到六年级（M（年龄.wave1）=9.26 岁）每年进行一次跟踪调查。采用自回归交叉滞后模型进行分析。结果强调了同伴关系在塑造师幼关系以及反之亦然方面的重要性。更高的同伴提名受欢迎程度预示着更多的师幼支持，而师幼支持反过来又预示着更高的同伴提名受欢迎程度，这超出了儿童亲社会行为的变化。更高的感知受欢迎程度预示着更多的师幼冲突（受儿童攻击性行为的驱动），而师幼冲突反过来又预示着更高的感知受欢迎程度。教师和同伴在课堂上的“看不见的手”的影响已经显现出来。
