Classroom Peer Relationships Research Articles

Effects of a Portuguese social-emotional learning program on the competencies of elementary school students.

It is widely recognized that socio-emotional learning (SEL) interventions can contribute to supporting students' positive development of socio-emotional skills (SES) and positive relationships with peers and teachers. Thus, interest in promoting students' SES through universal evidence-based programs is spreading around the world, including in Portuguese schools. This quasi-experimental study examines the efficacy of a SEL classroom-based program, infused into the curriculum, on students' communication, self-regulation, and classroom peer relationships. Participants included 208 third- to fourth-grade students from three Portuguese public elementary schools: 143 in the intervention group (54.5% boys; Mage = 8.72; SD = 0.61); 65 in the comparison group (52.3% boys; Mage = 8.66; SD = 0.59). Measures included: Study on Social and Emotional Skills, parent, child, and teacher versions; and Classroom Peer Context Questionnaire, completed by students. The study followed a pre- and post-test design, with a 16-week intervention. For the overall participants, results show a positive effect of the program on students' assertiveness (family report), peer conflict and peer cooperation. Effects were analyzed separately by school grade. A statistically significant positive effect of the program on third-grade students' assertiveness and sociability was found. For fourth-grade students, a positive effect was found on - emotional control). classroom conflicts, isolation, cooperation and cohesion behaviors. These positive effects support the expansion of universal interventions when aiming at strengthening SEL in Portuguese school settings, underlining the relevance of embedding SEL into the curricula and daily practices at schools.

Asociación bidireccional entre el ajuste normativo y la agresión en acoso escolar en la adolescencia: un estudio longitudinal prospectivo

Normative adjustment stimulates the development of attitudes and behaviours that promote school climate. Previous research has shown that it is a relevant factor in preventing involvement in risk behaviours that affect the quality of peer relationships in classrooms and schools. Previous the development of behaviour adjusted to the norms which promotes interaction processes fostering a positive atmosphere in the classroom and in the school. The aim of this study is to analyse the prospective influence of normative adjustment on bullying perpetration over four time periods spaced six months apart (18 months). A total of 3017 adolescents between 11 and 16 years (49.5% girls; MAgeT1 = 13.15, SD = 1.09) are involved in the present study. The Random Intercept Cross-Lagged Model results indicate an influential bidirectional association between normative adjustment and bullying perpetration over time. When the adolescents’ normative adjustment increases, their involvement in bullying perpetration decreases six months later. On the other hand, when the adolescents’ bullying perpetration increases over time, a decrease in normative adjustment is evident later. The unconditional univariate growth results report that normative adjustment increases, while bullying perpetration decreases. These findings are discussed in terms of the need to consider contextual factors and how they interact in our understanding and prevention of bullying in schools.

Bidirectional association between normative adjustment and bullying perpetration in adolescence: A prospective longitudinal study

Normative adjustment stimulates the development of attitudes and behaviours that promote school climate. Previous research has shown that it is a relevant factor in preventing involvement in risk behaviours that affect the quality of peer relationships in classrooms and schools. Previous the development of behaviour adjusted to the norms which promotes interaction processes fostering a positive atmosphere in the classroom and in the school. The aim of this study is to analyse the prospective influence of normative adjustment on bullying perpetration over four time periods spaced six months apart (18 months). A total of 3017 adolescents between 11 and 16 years (49.5% girls; MageT1=13.15, SD=1.09) are involved in the present study. The Random Intercept Cross-Lagged Model results indicate an influential bidirectional association between normative adjustment and bullying perpetration over time. When the adolescents’ normative adjustment increases, their involvement in bullying perpetration decreases six months later. On the other hand, when the adolescents’ bullying perpetration increases over time, a decrease in normative adjustment is evident later. The unconditional univariate growth results report that normative adjustment increases, while bullying perpetration decreases. These findings are discussed in terms of the need to consider contextual factors and how they interact in our understanding and prevention of bullying in schools.

The Teacher’s Invisible Hand: A Meta-Analysis of the Relevance of Teacher–Student Relationship Quality for Peer Relationships and the Contribution of Student Behavior

The relationships that students have with teachers and peers are important for their academic, social, and behavioral development. How teachers relate to students may affect students’ peer relationships and thereby foster or hamper students’ development. To shed more light on the teacher’s role with respect to peer relationships, this meta-analysis assessed the association between the quality of teacher–student and peer relationships (n = 297 studies; n = 1,475 unique effect sizes). We took student behavior into account, as it is known to affect both types of relationship. In addition, design characteristics such as positive versus negative aspects of relationships, type of informants, and educational level were considered. Results showed that negative aspects of the teacher–student relationship in particular were predictive of peer relationships. Moreover, teacher–student relationship quality partially mediated the association between student behavior and peer relationships. For teachers, preventing or reducing negative aspects in their relationships with students who have behavioral problems can positively affect classroom peer relationships.

Building integrated peer relationships in preschool classrooms: The potential of buddies

We tested an easy-to-implement, theoretically-grounded Buddy Up intervention designed to help preschoolers engage with diverse peers. Using naturalistic observation procedures, independent observers coded children’s (N = 137) peer experiences in preschool classrooms. Findings revealed an intervention effect on time spent with peers for boys only, such that boys in the intervention condition maintained their engagement with peers whereas boys in the control condition declined in social play over time. Moreover, for both boys and girls, participation in Buddy Up appeared to increase their play with peers with whom they had not previously played and mitigate declines in play with other-gender peers. These effects did not occur at the expense of playing with same-gender peers. Findings speak to the potential of a Buddy Up intervention for building inclusive classroom peer relationships and support a novel application of Intergroup Contact Theory in promoting gender-inclusive relationships.

Building Linguistically Integrated Classroom Communities: The Role of Teacher Practices

Adolescents’ peer networks tend to segregate by relative language proficiency, but students from all linguistic backgrounds benefit academically from classroom peer relationships both within and across English learner (EL) and non-EL classified groups. We drew upon social network analysis of student survey data in 46 English and math middle school classrooms and qualitative analysis of a subset of these classrooms (N = 10) to address the following: (a) How do demographics differ in classrooms with more or less academic peer network linguistic integration? and (b) How do teachers’ classroom practices relate to differences in the linguistic integration of students’ academic peer networks? Findings from this analysis add to the literature on the complex relationships between classroom characteristics, linguistic integration, and teacher practices.

Classroom Peer Relationships and Behavioral Engagement in Elementary School: The Role of Social Network Equity

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.

Promoting Academic Achievement through Positive Relationships

Positive relationships encourage students' motivation and engagement in learning. A powerful weapon available to teachers who want to foster a favourable learning climate is a positive relationship with their students. Improving students' relationships with teachers has important, positive and long-lasting implications for students' academic and social development. Teachers who foster positive relationships with their students create more favourable classroom environments for learning and meet students' emotional and academic needs. Positive teacher-student relationships, that is low conflict and a high degree of closeness and support, contribute to their social skills and promote academic performance. Students who experience positive relationships with their teachers are less likely to avoid school, appeared more more cooperative, and more engaged in learning. Students display better academic performance and experience less loneliness if they have a positive relationship with their teachers. Teachers who show sensitivity to individual differences among students, include students in the decision-making and acknowledge students' needs produce greater motivation in their students than those who use fewer such practices. Positive teacher-student relationships can promote improved peer relationships in classrooms through direct and indirect approaches and enhance students' engagement as well as improve student-to-student acceptance. DOI: 10.5901/jesr.2013.v4n3p323

Associations Between Fifth Graders’ Gender Atypical Problem Behavior and Peer Relationships: A Short-Term Longitudinal Study

An accruing body of evidence supports associations between self-perceived gender typicality and peer relationship difficulties; however, researchers have yet to evaluate peers' perceptions of problem behaviors to gain insight into the social correlates of gender typicality. A short-term longitudinal study was conducted to evaluate associations between gender atypical problem behavior and subsequent peer relational difficulties for 2,076 fifth graders (M age= 10.27; 53% female). Peer nomination methodology was used to assess participants' classroom peer relationships, problem behaviors, and social-emotional characteristics. Findings showed that youth characterized by gender atypical, compared to gender typical, problem behavior (withdrawn boys/aggressive girls vs. withdrawn girls/aggressive boys, respectively) evidenced higher levels of subsequent peer difficulties; moreover, participation in a mutual friendship was associated with decreased risk for peer relationship maladjustment, particularly among youth characterized by gender atypical problem behavior. Results further revealed that, compared to friendless youth, friended youth earned higher prosocial and peer liking scores and, for withdrawn youth, lower emotional sensitivity scores. The present research contributes to our understanding of the potential short-term consequences of youth's gender atypical problem behavior. Findings underscore the need for supplemental conceptualizations of gender typicality as well as multifaceted interventions designed to promote the acceptance of gender nonnormativity, support the development of adaptive peer relationships, and reduce the occurrence of problem behaviors.

Children's Classroom Peer Relationships and Subsequent Educational Outcomes

Used children's peer relationships (social preference, aggression, and withdrawal) to predict educational outcomes in a 10-year longitudinal study of 524 students in Grades 3 to 5. Consistent with prior research, lower social preference and elevated aggression and withdrawal were each associated with lower graduation rates; however, only aggression uniquely predicted outcomes. Ethnicity and socioeconomic status (SES) predicted educational outcomes and moderated the association between peer acceptance and outcomes. Social preference predicted educational outcomes of Caucasian and middle SES students but not African American and low SES students; when ethnicity and SES were included in the same model, only the moderating effect of SES was a significant predictor of educational outcome. Ethnicity also interacted with social withdrawal such that withdrawal predicted more negative educational outcomes for African American but not Caucasian students. When academic achievement scores and being over-age for grade were included in our model, only peer-rated aggression significantly added to the prediction of educational outcomes.

Children's Classroom Peer Relationships and Early School Attitudes: Concurrent and Longitudinal Associations

The purpose of this study was to further explore the linkage between children's early school attitudes and interpersonal features of the classroom, including children's relationships with classmates and their perceptions of these relationships. Participants included 102 kindergarten children (M age= 5.8 years) who were interviewed at the beginning and end of kindergarten to obtain measures of their school attitudes (i.e., school liking), classroom peer relationships (i.e., peer acceptance, mutual friendships), and peer relationship perceptions (i.e., perceived loneliness, peer support). Results showed that initial school liking was associated with all four measures of children's peer relationships; however, only the number of mutual friendships that children possessed in their classrooms predicted changes in school attitudes (gains) over time. Early school attitudes were linked to changes in children's peer perceptions; children who disliked school early in kindergarten were more likely to view classmates as unsupportive as the school year progressed. Results are discussed in terms of the potential impact that classroom peer relations may have on early school attitudes, and vice versa. Implications for educational policy are also considered.

Having Friends, Keeping Friends, Making Friends, and Being Liked by Peers in the Classroom: Predictors of Children's Early School Adjustment?

The potential role that children's classroom peer relations play in their school adjustment was investigated during the first 2 months of kindergarten and the remainder of the school year. Measures of 125 children's classroom peer relationships were obtained on 3 occasions: at school entrance, after 2 months of school, and at the end of the school year. Measures of school adjustment, including children's school perceptions, anxiety, avoidance, and performance, were obtained during the second and third assessment occasions. After controlling mental age, sex, and preschool experience, measures of children's classroom peer relationships were used to forecast later school adjustment. Results indicated that children with a larger number of classroom friends during school entrance developed more favorable school perceptions by the second month, and those who maintained these relationships liked school better as the year progressed. Making new friends in the classroom was associated with gains in school performance, and early peer rejection forecasted less favorable school perceptions, higher levels of school avoidance, and lower performance levels over the school year.

Classroom Peer Relationships: What Can the School Psychologist Do?

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsPatricia SchmuckPatricia Schmuck is at the Educational Administration Department, University of OregonRichard SchmuckRichard Schmuck is Professor of Educational Psychology, Center for the Advanced Study of Educational Administration, University of Oregon.