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Yang S, Zhu X, Li W, Zhao H. Associations between teacher-student relationship and externalizing problem behaviors among Chinese rural adolescent. Front Psychol 2023; 14:1255596. [PMID: 38023020 PMCID: PMC10652406 DOI: 10.3389/fpsyg.2023.1255596] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/09/2023] [Accepted: 10/17/2023] [Indexed: 12/01/2023] Open
Abstract
The primary objective of this study is to present a fresh perspective on the correlation between teacher-student relationships and externalizing problem behaviors among adolescents. While previous research has examined this connection, there is still an insufficient understanding of the underlying mechanisms. Moreover, the crucial role of peer relationships, mental health, and parental knowledge has been overlooked. In this study, a total of 6,919 Chinese rural adolescents aged 13-19 years participated by completing an anonymous self-report questionnaire. The results show that: (1) teacher-student relationship has a protective effect against the development of externalizing problem behaviors; (2) peer relationship and mental health both have a mediating role in the relationship between teacher-student relationship and externalizing problem behaviors; (3) teacher-student relationship can indirectly affect externalizing problem behaviors through the chain mediation of peer relationship and mental health; (4) parental knowledge plays a moderating role between the teacher-student relationship and externalizing problem behaviors. As the level of parental knowledge increases among rural adolescents, the impact of the teacher-student relationship on externalizing problem behaviors becomes more pronounced; and (5) the impact of teacher-student relationship on externalizing problem behaviors has no significant gender differences. Given the study's empirical outcomes, we discuss potential explanations and advocate for a comprehensive pedagogical approach to mitigate rural adolescent externalizing behaviors. This entails nurturing teacher-student relations, fostering inclusive peer environments, emphasizing mental health literacy, and synergizing with caregivers for a holistic home-school intervention.
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Affiliation(s)
- Shuping Yang
- School of Education, Liaoning Normal University, Dalian, Liaoning, China
| | - Xingchen Zhu
- College of Psychology, Liaoning Normal University, Dalian, Liaoning, China
| | - Wencan Li
- School of Education, Liaoning Normal University, Dalian, Liaoning, China
| | - Haohan Zhao
- School of Chinese Language and Literature, Liaoning Normal University, Dalian, Liaoning, China
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2
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Kilday JE, Ryan AM. The Intersection of the Peer Ecology and Teacher Practices for Student Motivation in the Classroom. EDUCATIONAL PSYCHOLOGY REVIEW 2022. [DOI: 10.1007/s10648-022-09712-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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3
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Chen J, Jiang H, Justice LM, Lin TJ, Purtell KM. One size doesn't fit all: Profiles of isolated children in early childhood. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2022. [DOI: 10.1016/j.appdev.2022.101397] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/02/2023]
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4
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Peer victimization, schooling format, and adolescent internalizing symptoms during the COVID-19 pandemic: Between- and within-person associations across ninth grade. Dev Psychopathol 2022; 35:823-837. [PMID: 35152917 DOI: 10.1017/s0954579422000074] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/06/2023]
Abstract
The current longitudinal study examined how between-person (BP) differences and within-person (WP) fluctuations in adolescents' peer victimization and schooling format across ninth grade related to changes in their internalizing symptoms during the COVID-19 pandemic. Participants were 388 adolescents (61% female; Mage = 14.02) who completed three online surveys, administered 3 months apart, from November 2020 to May 2021. Multilevel modeling revealed BP (time-invariant) and WP (time-varying) effects of peer victimization and school instructional format (i.e., in-person; hybrid; online) on internalizing symptoms while accounting for potentially confounding demographic (e.g., gender) and contextual (e.g., COVID-19 positivity rates) factors. Results indicated that adolescents who experienced higher overall levels of peer victimization across the school year, compared to those who experienced lower victimization, reported more severe internalizing symptoms. Whereas relative WP increases in peer victimization predicted corresponding increases in adolescents' depressive and somatic symptoms regardless of schooling format, WP increases in peer victimization only predicted elevated anxiety during months when students attended fully in-person, but not online, school. Adolescents who spent a greater proportion of their school year attending online school also reported less peer victimization across the year. Findings highlight WP fluctuations in the effects of peer victimization on internalizing and contextual variations depending on schooling format.
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Hwang SHJ, Cappella E, Kieffer MJ, Yates M. “Let's hang out!”: Understanding social ties among linguistically diverse youth in urban afterschool programs. SOCIAL DEVELOPMENT 2021. [DOI: 10.1111/sode.12531] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2022]
Affiliation(s)
- Sophia H. J. Hwang
- New York University 246 Greene Street, 8th Floor New York New York 10003 USA
| | - Elise Cappella
- New York University 246 Greene Street, 8th Floor New York New York 10003 USA
| | | | - Miranda Yates
- Good Shepherd Services 305 7th Avenue, 9th Floor New York NJ 10001 USA
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Chen J, Jiang H, Justice LM, Lin TJ, Purtell KM, Ansari A. Influences of Teacher-Child Relationships and Classroom Social Management on Child-Perceived Peer Social Experiences During Early School Years. Front Psychol 2020; 11:586991. [PMID: 33178087 PMCID: PMC7593766 DOI: 10.3389/fpsyg.2020.586991] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2020] [Accepted: 09/22/2020] [Indexed: 11/13/2022] Open
Abstract
Interactions with teachers and peers are critical for children's social, behavioral, and academic development in the classroom context. However, these two types of interpersonal interactions in the classroom are usually pursued via separate lines of inquiries. The current study bridges these two areas of research to examine the way in which teachers influence child-perceived peer social support and peer victimization for 2,678 children within 183 classrooms in preschool through grade three. Two levels of teacher influence are considered, namely teacher-child closeness and conflict relationships at the child-level, and teacher management of interpersonal interactions at the classroom-level. Results of multilevel regression models showed that teacher-child closeness was associated with the growth of child-perceived peer social support from fall to spring, whereas teacher-child conflict and teachers' behavior management practices were associated with the change in child-perceived peer victimization across the academic year. These associations were unique and above and beyond the influence of children's actual peer social interactions, including reciprocal friendships and the collective classroom reputation of peer victimization. Collectively, findings highlight the multi-faceted teacher roles in shaping children's perceptions of their peer social experiences during the earliest years of schooling.
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Affiliation(s)
- Jing Chen
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United States
| | - Hui Jiang
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United States
| | - Laura M Justice
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United States.,Department of Educational Studies, The Ohio State University, Columbus, OH, United States
| | - Tzu-Jung Lin
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United States.,Department of Educational Studies, The Ohio State University, Columbus, OH, United States
| | - Kelly M Purtell
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United States.,Department of Human Sciences, The Ohio State University, Columbus, OH, United States
| | - Arya Ansari
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United States.,Department of Human Sciences, The Ohio State University, Columbus, OH, United States
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Neal JW. A systematic review of social network methods in high impact developmental psychology journals. SOCIAL DEVELOPMENT 2020. [DOI: 10.1111/sode.12442] [Citation(s) in RCA: 60] [Impact Index Per Article: 15.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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Kilday JE, Ryan AM. Personal and collective perceptions of social support: Implications for classroom engagement in early adolescence. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2019. [DOI: 10.1016/j.cedpsych.2019.03.006] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Wang D, Fletcher AC. The role of interactions with teachers and conflict with friends in shaping school adjustment. SOCIAL DEVELOPMENT 2016. [DOI: 10.1111/sode.12218] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Affiliation(s)
- Dan Wang
- Department of Human Development and Family Studies; The University of North Carolina at Greensboro; Greensboro North Carolina 27402-6170
| | - Anne C. Fletcher
- Department of Human Development and Family Studies; The University of North Carolina at Greensboro; Greensboro North Carolina 27402-6170
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Abstract
Peer contexts play an important role in the behavioral health of early adolescents in schools. Behavioral health involves the observable academic and social behaviors that relate to and influence youths' subsequent health and development. Setting-level research on peer networks and social norms indicates these aspects of peer contexts vary by peer group, classroom, and school and dynamically relate to individual students' academic and social behaviors. Yet, although peer contexts are both influential and potentially malleable, little research examines the effects of school and classroom interventions on the development and maintenance of positive and productive peer contexts in schools. The current article identifies school structures and classroom processes theorized to directly or indirectly shift peer networks and social norms-and thereby increase the behavioral health of early adolescents in schools. We discuss the need for more rigorous and relevant research to better understand the role of schools and classrooms in strengthening these peer contexts and promoting behavioral health in early adolescence.
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Jackson DR, Cappella E, Neal JW. Aggression Norms in the Classroom Social Network: Contexts of Aggressive Behavior and Social Preference in Middle Childhood. AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY 2015; 56:293-306. [PMID: 26415598 DOI: 10.1007/s10464-015-9757-4] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
In a cross-sectional sample of African-American 2nd-4th grade students (N = 681), we examine the moderating effects of classroom overt and relational aggression norms on peers' social acceptance of classmates who exhibit overt and relational aggression in urban schools. Extending theory and research on classroom norms, we integrate social network data to adjust aggression norms based on children's direct and indirect connections in the classroom. Results of multilevel models indicate that network-based classroom aggression norms moderated relations between children's aggressive behavior and their social preference. Specifically, children benefited socially when their form of aggressive behavior fit with what was normative in the classroom social context. The moderating effect of classroom aggression norms was stronger for the association between overt aggression and social preference than relational aggression and social preference. Relationally aggressive youth were socially preferred by peers regardless of the classroom norm, although this positive association was magnified in classrooms with higher levels of relational aggression. Future research focused on aggression norms within classroom social networks are discussed and implications for school prevention efforts are considered.
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Affiliation(s)
- Daisy R Jackson
- The Reeds Center for the Treatment of Anxiety, OCD, and Related Disorders, New York, NY, USA
| | - Elise Cappella
- Department of Applied Psychology, New York University, 246 Greene Street, 8th Floor, New York, NY, 10003, USA.
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12
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Neal JW, Cappella E. The bright side of positive perceptual bias: children's estimations of network centrality and aggression. Aggress Behav 2014; 40:140-51. [PMID: 24273013 DOI: 10.1002/ab.21511] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/08/2013] [Accepted: 10/16/2013] [Indexed: 11/08/2022]
Abstract
This study explores whether findings linking positive perceptual bias to childhood aggression extend to perceptual bias in network centrality. We present data from nested regression models that examine associations between perceptual bias in network centrality and aggressive behavior in a sample of 421 urban African American second through fourth grade students. Children who overestimated their network centrality compared to peer-reports were less likely to be nominated by peers as overtly or relationally aggressive. Results run counter to threatened egotism theory, and instead support a resource control theory explanation of perceptual bias and aggression. Specifically, aggressive children may strategically limit the number of peers they report "hanging out with" to maintain social status within their peer group. Findings imply that not all forms of positive perceptual bias have a "dark side."
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Affiliation(s)
| | - Elise Cappella
- Department of Applied Psychology; New York University; New York New York
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Cappella E, Kim HY, Neal JW, Jackson DR. Classroom peer relationships and behavioral engagement in elementary school: the role of social network equity. AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY 2013; 52:367-79. [PMID: 24081319 PMCID: PMC4151566 DOI: 10.1007/s10464-013-9603-5] [Citation(s) in RCA: 37] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/10/2023]
Abstract
Applying social capital and systems theories of social processes, we examine the role of the classroom peer context in the behavioral engagement of low-income students (N = 80) in urban elementary school classrooms (N = 22). Systematic child observations were conducted to assess behavioral engagement among second to fifth graders in the fall and spring of the same school year. Classroom observations, teacher and child questionnaires, and social network data were collected in the fall. Confirming prior research, results from multilevel models indicate that students with more behavioral difficulties or less academic motivation in the fall were less behaviorally engaged in the spring. Extending prior research, classrooms with more equitably distributed and interconnected social ties-social network equity-had more behaviorally engaged students in the spring, especially in classrooms with higher levels of observed organization (i.e., effective management of behavior, time, and attention). Moreover, social network equity attenuated the negative relation between student behavioral difficulties and behavioral engagement, suggesting that students with behavioral difficulties were less disengaged in classrooms with more equitably distributed and interconnected social ties. Findings illuminate the need to consider classroom peer contexts in future research and intervention focused on the behavioral engagement of students in urban elementary schools.
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Affiliation(s)
- Elise Cappella
- Department of Applied Psychology, New York University, 246 Greene Street, New York, NY, 10003, USA,
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14
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Neal JW, Neal ZP. Nested or Networked? Future Directions for Ecological Systems Theory. SOCIAL DEVELOPMENT 2013. [DOI: 10.1111/sode.12018] [Citation(s) in RCA: 59] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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