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Peer preference, perceived popularity, and the teacher-child relationship in special education
de Swart,Fanny Burk,William J. Nelen,Wendy B. L. Scholte,Ron H. J.
de Swart,Fanny
Burk,William J.
Nelen,Wendy B. L.
Scholte,Ron H. J.
Abstract
This four-wave longitudinal study examined bidirectional associations among pupils' social status (preference and popularity) and teacher-child relationship characteristics (quality, support, satisfaction, and conflict) in special education. Participants included 586 pupils (86% boys) initially attending Grades 4 and 5 (M-age Wave 1 = 10.82 years, SD = 0.86) and their teachers. Reports of teacher-child relationships were collected from teachers and pupils through questionnaires. Peer nominations were used to assess preference and popularity. Autoregressive cross-lagged models indicated that preference predicted changes in satisfaction between school years. Conflict in the teacher-child relationship predicted preference, and preference and popularity predicted conflict within and between school years. Bidirectionality of the associations depended on the aspect of the teacher-child relationship and the dimension of social status. Conflict was more robustly related to social status than satisfaction, support, and pupil-reported relationship quality. The associations within school years were not more robust than associations between school years.
Description
Funding The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported by Entrea Youth Care, Special Education and Research, and PI7 Consortium.
Date
2021
Journal Title
Journal ISSN
Volume Title
Publisher
Research Projects
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Journal Issue
Keywords
social status, teacher-child relationship, preference, popularity, special education, SOCIAL ACCEPTANCE, FIT INDEXES, SUPPORT, STUDENTS, AGGRESSION, ENGAGEMENT, ADJUSTMENT, DISORDERS, BEHAVIOR, OUTCOMES, SDG 4 - Quality Education
Citation
de Swart, F, Burk, W J, Nelen, W B L & Scholte, R H J 2021, 'Peer preference, perceived popularity, and the teacher-child relationship in special education', Remedial and Special Education, vol. 42, no. 2, pp. 67-77. https://doi.org/10.1177/0741932519887506
License
info:eu-repo/semantics/openAccess