Hughes Jan N, Im Myung Hee, Wehrly Sarah E
Department of Educational Psychology, Texas A&M University, USA.
Department of Educational Psychology, Texas A&M University, USA.
J Sch Psychol. 2014 Jun;52(3):309-22. doi: 10.1016/j.jsp.2013.12.004. Epub 2014 Jan 22.
This longitudinal study examined the prospective relations between 713 elementary students' individual peer teacher support reputation (PTSR) and a measure of the classroom-wide dispersion of peer nominations of teacher support (Centralization of Teacher Support) on students' peer relatedness (i.e., peer acceptance and peer academic reputation) and academic motivation (i.e., academic self-efficacy and teacher-rated behavioral engagement). PTSR was measured as the proportion of classmates who nominated a given student on a descriptor of teacher-student support. Centralization of Teacher Support was assessed using social network analysis to identify the degree to which peer nominations of teacher support in a classroom centered on a few students. PTSR predicted changes in all student outcomes, above academic achievement and relevant covariates. Centralization of Teacher Support predicted changes in students' peer academic reputation, net the effect of PTSR and covariates. Students' academic achievement moderated effects of PTSR and Centralization of Teacher Support on some outcomes. Findings highlight the importance of peers' perceptions of teacher support and of the structure of those perceptions for children's social and academic outcomes. Implications for practice are discussed.
这项纵向研究考察了713名小学生的个人同伴教师支持声誉（PTSR）与教师支持同伴提名在全班范围内的分散程度指标（教师支持集中化）之间的前瞻性关系，这些关系涉及学生的同伴关系（即同伴接纳和同伴学术声誉）以及学业动机（即学业自我效能感和教师评定的行为参与度）。PTSR的测量方式是，在描述师生支持的项目上提名某一特定学生的同学所占的比例。教师支持集中化通过社会网络分析来评估，以确定课堂上教师支持的同伴提名集中于少数学生的程度。PTSR预测了所有学生成绩的变化，这些变化超出了学业成绩和相关协变量的影响。教师支持集中化预测了学生同伴学术声誉的变化，排除了PTSR和协变量的影响。学生的学业成绩调节了PTSR和教师支持集中化对某些结果的影响。研究结果凸显了同伴对教师支持的看法以及这些看法的结构对儿童社会和学业成果的重要性。文中还讨论了对实践的启示。
