Peer Group Research Articles

Association of child maltreatment and school bullying among Chinese adolescents: the mediating role of peer relationships

BackgroundSchool bullying, a serious problem for the physical and mental health of adolescents, is presently a significant issue in China. It is essential to recognize and comprehend potential risk factors and establish efficient preventive strategies. The purpose of this study was to examine the association between childhood maltreatment and school bullying in adolescents and to assess the mediating role of peer relationships.MethodsBetween March and April 2024, a cross-sectional survey was conducted among 2119 adolescents aged between 12 and 18 years in Guangdong Province, China. Self-report questionnaires were employed to collect data on childhood maltreatment, school bullying, and peer relationships. Subgroup analyses and mediating effects modeling were employed to analyze the data.ResultsThe results indicated that adolescents who had experienced maltreatment were more at risk of bullying victimization (OR: 2.92, 95% CI: 2.34–3.64, P < 0.001), bullying perpetration (OR: 2.84, 95% CI: 1.99–4.05, P < 0.001), and bully-victimization (OR: 2.93, 95% CI: 1.95–4.41, P < 0.001), compared to adolescents who have not. Sexual abuse showed the most significant connection with all forms of bullying. The mediating effect of peer relationships was found to mediate the association between child maltreatment and bullying behaviour. The results indicated that worse peer relationships may exacerbate the adverse effects of maltreatment experiences and increase the risk of adolescents becoming bullies, either perpetrators or victims of bullying.ConclusionsChild maltreatment has been identified as one of the most significant influences on bullying behaviour in adolescents. The quality of peer relationships has been demonstrated to play an important role in preventing and reducing the occurrence of bullying. The results underscore the crucial role of early intervention in cases of child maltreatment and the fostering of positive peer relationships in schools.

Peer Relationships and Social Media Use in Adolescents with Body Dysmorphic Disorder

AbstractBody dysmorphic disorder (BDD) is a common and debilitating disorder in adolescents, yet there is little research on the disorder in young people. The current study aimed to investigate peer relationship factors in 26 adolescents (aged 12 to 17 years) with BDD, compared to 27 adolescents with anxiety disorders and 25 adolescents without mental disorders. Participants completed self-report measures on peer appearance and general victimisation, peer support, appearance co-rumination and social media use. Adolescents with BDD and anxiety disorders perceived significantly less peer support than adolescents in the non-clinical control group. Although the frequency of perceived appearance and general victimisation did not differ significantly between groups, adolescents with BDD reported significantly more distress due to appearance victimisation than the non-clinical control group. Adolescents with BDD and anxiety disorders reported spending more time on social media than the non-clinical control group, and the BDD group engaged in significantly more online appearance comparisons than both the anxiety and control group. The relationships between BDD, victimisation, social media use, and other peer factors require further empirical investigation.

The dynamics of care and loyalty in peer relations

ABSTRACT The aim of this article is to enrich the care ethics framework by uncovering the relationship between care and loyalty, offering insights into the complexities of children’s experiences of care in school. Through twelve interviews with pupils in sixth grade, I analyse the intersection of loyalty and care. The findings reveal two dimensions, conceptualized as internal care loyalty and external care loyalty. Internal care loyalty involves the relationship between the one-caring and the cared-for, shaping the (1) motivation, (2) understanding, and (3) reciprocity of care. External care loyalty extends beyond this relationship, encompassing (1) social inclusion and (2) conflict support. Employing a perspective grounded in care ethics, deepens the understanding of the interconnection between care and loyalty among peers and actualize the question of partiality in an educational context. This article blends feminist philosophical theory with qualitative empiricism, shedding light on the complexity and nuances of caring in peer-relations.

Educator perceptions of the complex needs of young people in Pupil Referral Units: An exploratory qualitative analysis

Background Alternative education provision such as Pupil Referral Units support young people who have been excluded from mainstream school settings and often from disadvantaged backgrounds. However, there is limited research to date exploring educators’ perceptions of the complex needs of young people in PRUs, and the extent to which PRUs as currently configured can meet such needs. Methods Between March 2019 and October 2020 twenty-two participants holding various educational roles from five different Pupil Referral Units across London and Southeast England were interviewed. The interviews aimed to explore the participants’ experiences of working with students in PRU’s and examine some of the challenges that they might encounter. Semi-structured interviews were analysed using Reflexive thematic analysis. Results The three identified themes and their sub-themes highlighted the complex needs of these young people and identified significant barriers to effective service provision. The first theme ‘Complexities of PRU population’ highlighted the challenges that young people in PRUs face and perceived systemic short falls in addressing such complexity. The second theme ‘Challenges of the PRU environment’ highlights the frustrations that educators experience when it comes to providing adequate support to young people in PRU’s, the absence of agency support, and the uncertainty that these educational settings can bring. The third theme ‘Peer Group Influences’ highlights the impact of peer groups from beyond the classroom on engagement within the classroom. Conclusions Despite the clear complex needs of young people in PRUs, staff reported feeling ill-equipped to support these individuals and lacked access to effective inter-agency support. Participants reported that pupils’ mental health difficulties were exacerbated by exclusion and reintegration practices, an over-zealous focus on educational outcomes and the impact of gang influences on their school lives. Implications include more specific mental health training for staff working in PRU’s, improved inter-agency working and the incorporation of trauma-informed approaches in educational practice.

Understanding Adaptive Competencies of a Woman in Her 80s: Toward the Development of Therapeutic Guidelines

This article describes the adaptive competencies of an older woman who lived well into her 80s in deprived environments, to serve as a basis for developing therapeutic guidelines for older individuals in contexts of adversities. This retrospective, instrumental case study draws on the theoretical lens offered by the person-environment-fit (PEF) framework in the context of adaptive aging. Multiple data sources (Mmogo-method 1 —a visual projective technique—interviews and extant texts) yielded textual and visual data which were analyzed to present a case record and relevant themes. Personal competencies that enabled this woman’s adaptation were industriousness, courageous and generous caring, and agency. Four types of relationships and associated competencies emerged: ancestral heritage (being rooted), peer group (mobilizing resources), intergenerational (being concerned for continuity), and spiritual (having a commitment script). Therapeutic guidelines for older women include: using a life story approach to identify the nature (flexible/rigid) of the environments and older women’s adaptive competencies; assessing the different environments (e.g. physical, relational) to determine the focus of intervention; challenging unfair social practices; and supporting older women’s agency and active participation to adapt to ‘unfit’ environments while also being aware of what additional complementary support/protection older women would need to embrace adaptive aging.

School Social Environment and Psychological Wellbeing among Learners in Junior Schools in Tharaka Nithi County, Kenya

The study sought to establish the relationship between school social environment and psychological wellbeing among learners in Junior Schools in Tharaka Nithi County, Kenya. It adopted descriptive survey and correlational research designs. Multistage sampling was used to select 377 respondents comprising of 328 grade 8 learners, 42 grade 8 class teachers and 7 Sub- County Quality Assurance and Standards Officers. Psychometric test instrument, questionnaires and interview schedules were used to collect data from sampled respondents. Reliability of the instruments was ascertained through Cronbach analysis of data obtained from a pilot study carried among 53 respondents sampled from the same study area but who were not involved in the actual study. Data was collected from 325 grade eight learners, 41 grade eight class teachers and 5 Sub-County Quality Assurance and Standards Officers (SQASO) in Tharaka Nithi County giving the study a return rate of 98.41%. Qualitative data obtained was analyzed thematically while quantitative data was analyzed descriptively and inferentially with the aid of the Statistical Packages for Social Sciences (SPSS) version 27.0 computer software. Frequencies and percentages were used to describe the existing relationship between the variables while hypothesis was tested using regression analysis at 95% level of significance. The study established that a positive social relationship between among peers and positive interactions between learners and teachers catalyze the social environment which promotes junior school learners psychological wellbeing. It concluded that the school’s social environment is negatively and significantly related to the psychological wellbeing of junior school learners.The study recommended that management of public junior school in collaboration with other education stakeholders launch and monitor turn-around initiatives aimed at fostering quality school social environment for learners’ improved psychological wellbeing. Areas of focus could include workshops on peer relations, stress management techniques, seminar on teacher-learner interaction, problem-solving techniques, and goal-setting for social and academic success could be part of the initiatives.

Is the clique a pond? The big-fish-little-pond effect and the relative meaning of clique and classroom

BackgroundAcademic self-concept (ASC) is a key predictor of learning behaviors and educational outcomes. In adolescence, the evaluation of academic abilities is mainly shaped by the social environment and comparisons with various reference groups. The effect of making social comparisons with the academic achievement of a reference group is known as the big-fish-little-pond effect (BFLPE). AimsBased on social comparison theory and the local dominance effect (LDE), the present study aimed to investigate a pivotal adolescent reference group beside the classroom: the clique. We investigated to what extent students’ social comparison with the mathematics achievement of clique members was related to the ASC of individual students more than general classroom comparisons. SampleThe sample comprised 743 German secondary students in sixth and eighth grade (93 cliques in 40 classrooms). MethodsWe estimated a three-level structural equation model using data from a two-wave longitudinal study in one school year. The change in students’ ASC was determined using latent change modeling. ResultsThe average academic achievement of the clique negatively predicted ASC development. Classroom academic achievement had no effect. ConclusionsThe results underline the importance of informal peer groups like cliques as important reference groups for social comparisons and ASC development during adolescence.

Prospective associations between early childhood mental health concerns and formal diagnosis of neurodevelopmental disorders in adolescence.

Understanding associations between psychosocial development in early childhood and formal diagnosis of neurodevelopmental disorders (NDDs) in adolescence is critical for early identification and for tailoring interventions and support. This study investigated whether the Strengths and Difficulties Questionnaire (SDQ) scores in early childhood (4-5 years) predict mental health (MH) problems as evidenced by SDQ scores and formal diagnosis of NDDs in adolescence (16-17 years). This study analysed data from a sample of 4968 children and adolescents using data from the Longitudinal Study of Australian Children. We used hierarchical regression models to determine the association between SDQ subscales and total scores at ages 4-5 years (primary exposure) and total SDQ scores and NDD diagnoses at ages 16-17 years (outcomes) whilst controlling for sociodemographic risk factors. Each unit increase in SDQ score at age 4-5 led to a rise in SDQ scores at age 16-17. Autism and ADHD diagnoses, female gender, lower maternal education, and financial hardship were associated with higher SDQ scores at age 16-17. Furthermore, parent reported SDQ at age 4-5 was linked to higher likelihoods of formal diagnoses of ADHD, autism, and ADHD/autism at age 16-17. Additionally, social determinants of health such as female gender, culturally and linguistically diverse (CALD) backgrounds, and financial hardship were associated with increased odds of ADHD, autism, and ADHD/autism diagnoses at age 16-17. Our findings highlight the opportunity for early identification of transdiagnostic developmental and MH issues in the preschool period. Findings also emphasise the critical role of social determinants of health in the longitudinal trajectory of MH and NDDs and highlight the need for implementing early supports for improving peer relations and behavioural support strategies. If coupled with wrap around social care, early support strategies can enhance MH and wellbeing in adolescence and beyond.

Reactivity to Peer Rejection Moderates the Effect of Victimization on Adolescent Girls' Depressive Symptoms: A Prospective Study.

Peer victimization and bullying behaviors are prevalent during adolescence and have been linked to depression. This study examined whether peer rejection reactivity, defined as physiological responses to peer exclusion, moderated the associations of victimization and bullying behaviors with depressive symptoms 12 months later in a sample of female youths (N = 79, Mage = 13.37 ± 2.31). Participants underwent the Yale Interpersonal Stressor-Child, during which systolic and diastolic blood pressure and heart rate were continuously measured. Parent and youth reports of the youth's depressive symptoms were utilized. Our results demonstrate that peer rejection reactivity moderates the relationship between victimization and subsequent depressive symptoms but does not moderate the relationship between bullying behaviors and subsequent depressive symptoms. Higher victimization was associated with increased youth-reported depressive symptoms among girls with high reactivity but decreased depressive symptoms among girls with low reactivity. Future research can explore whether reducing emotional and physiological reactivity to peer rejection, as well as increasing interpersonal effectiveness in peer relationships, can reduce depressive symptoms in adolescent girls experiencing victimization.

A parenting program delivered through existing community-based peer groups to improve early child development in Homabay and Busia Counties, Kenya: study protocol for a cluster-randomized controlled trial

BackgroundPoor early childhood development (ECD) is a major global health concern that is associated with various adverse outcomes over the lifecourse. Parenting interventions especially during the earliest years of life can benefit ECD. However, there is limited evidence from Kenya about the effectiveness of parenting interventions for improving ECD outcomes especially across rural disadvantaged communities. This paper describes the study protocol for an impact and implementation evaluation of a community-based group parenting program that aims to improve ECD in rural Kenya.MethodsWe will conduct a cluster-randomized controlled trial to determine the effectiveness of a parenting program for caregivers of young children in Homabay and Busia counties in Western Kenya. Sixty-four village clusters will be randomly assigned to either the parenting intervention arm or the waitlist control arm with stratification by county. In each village, 10 primary caregivers with a child aged 0–24 months will be enrolled. The parenting program will be delivered through existing peer groups within communities whereby caregivers will receive counseling and psychosocial support to enhance their parenting skills and wellbeing to in turn promote ECD. The intervention curriculum comprises 21 sessions targeting various nurturing care messages, including early learning, responsive caregiving, child nutrition, health, protection, and caregiver mental health. Group sessions are facilitated by a trained volunteer biweekly for a total of 11 months. The primary trial outcome is an overall measure of ECD using the Global Scales of Early Development long form version. Secondary outcomes include various caregiver outcomes (e.g., parenting practices, mental health) and other child outcomes (e.g., socioemotional development, dietary diversity). All outcomes will be assessed at baseline and endline. We will also conduct a qualitative implementation evaluation at endline and interview various stakeholders to assess program fidelity, quality, and sustainability.DiscussionThis trial will evaluate the effectiveness of a parenting intervention on ECD and caregiving outcomes and assess program implementation quality as delivered through existing community-based peer groups. This study will provide rigorous evidence that can be used to inform scale-up of this program model that leverages existing community social networks and resources for improving caregivers’ parenting skills and promoting ECD in rural Kenya and other similar settings across LMICs.Trial registrationClinicalTrials.gov #NCT06165315. Registered on December 11, 2023.

Effects of a Social-Emotional Learning Intervention on Social-Emotional Competencies and Behavioral Problems in Elementary Students Amid COVID-19.

This study investigated whether a social-emotional learning program, implemented over a one-year period, could lead to gains in social-emotional competencies and to a reduction in internalizing and externalizing problems in the context of the COVID-19 pandemic. Furthermore, the program analyzed how students (boys vs. girls) with varying levels of social-emotional competencies and externalizing and internalizing problems, and from different socioeconomic backgrounds, were differently affected. The program was applied to 358 Portuguese third- and fourth-grade students (51.4% boys, Mage = 8.56; SD = 0.82). Self-report (students) and hetero-report (teachers) questionnaires were administered before and after the intervention. Linear mixed-effects models were computed to test intervention impacts. Significant intervention gains were noted in social-emotional learning competencies, namely emotional knowledge, social competence, peer relations, self-management, and academic behavior, and in externalizing (social problems) and internalizing (anxiety) problems. No effects were found in aggressiveness. Students with lower social-emotional competencies and higher externalizing and internalizing problems at baseline profited more from the program. Gender moderated both emotional knowledge and social problems, and socioeconomic status only moderated social problems. Findings highlight the effectiveness of this social-emotional learning program, especially for students facing initial challenges. Recommendations for future research, acknowledging limitations and strengths, are discussed.

Protective Factors in the LGBTIQ+ Adolescent Experience: A Systematic Review.

Background: LGBTIQ+ adolescents face multiple forms of violence due to minority stress, putting their mental health at risk. These adolescents, particularly trans and gender-diverse youth, face significant challenges, including family violence, bullying, and limited access to health services. This article investigates the factors that protect their mental health. Method: A systematic review of articles published between 2019 and 2024 was conducted using the PRISMA method. Results: The study identifies family and school support, peer relationships, and individual resilience as key protective factors to reduce depression, anxiety, and suicidal behavior, as well as increase self-esteem and well-being. Conclusions: This review calls for further research into protective factors related to the microsystem, exosystem, and macrosystem and the impact of intervention programs with adolescents and their families.

Touch as a resource when initiating joint activities in children’s peer interactions

This video-ethnographic study explores preschool children’s ways of engaging in joint activities using touch, i.e., various types of physical contact. Focusing on how children (2–5 years old) in preschools in Sweden manage peer group activities, the study examines the ways in which physical contact features in children’s activity proposals and other actions that are aimed at including participants in a joint activity. It explores some of the diverse ways in which children initiate peer group activities by using touch as one of many multimodal resources for forming and sustaining activity-relevant participation frameworks. The study shows how children employed touch acts to i) initiate a joint participation framework by securing peers’ attention and bodily orientation; ii) create and sustain a joint participation framework within a multi-activity by assembling and managing simultaneous engagements; and iii) engage and include a child into an already ongoing activity. The study aims to contribute to knowledge about children’s touch cultures, as well as embodiment of children’s social relational work in early childhood educational settings.

Destigmatizing Palliative Care among Young Adults-A Theoretical Intervention Mapping Approach.

Background: In medicine, stigmatization pertains to both afflicted individuals and diseases themselves but can also encompass entire medical fields. In regard to demographic change and the rising prevalence of oncological diseases, palliative care will become increasingly important. However, palliative care faces multiple stigmas. These include equating of palliative care with death and dying. A timely integration of palliative care would have the potential to alleviate symptom burden, diminish the risk of overtreatment, and thus save healthcare-related costs. Several interventions have been developed to destigmatize palliative care. However, they have mainly focused on the general public. Aim: The aim of this work is to develop a theoretical framework for an interventional campaign targeted at young adults to systematically destigmatize palliative care. Methods: The basis for the development of the campaign is a systematic review conducted by our working group that assessed the perception and knowledge of palliative care of young adults aged 18 to 24 years. To design a possible intervention, the Intervention Mapping approach was used. Results: The target group of young adults can be effectively reached in secondary schools, vocational schools, and universities. The target population should be able to discuss the content of palliative care and openly talk about death and dying. At the environmental level, palliative care should be more present in public spaces, and death and dying should be freed from taboos. Within an intervention with palliative care experts and patients serving as interventionists, these changes can be achieved by incorporating evidence-based methods of behavioral change. Conclusions: An early engagement with palliative care could contribute to the long-term reduction of stigmas and address the demographic shift effectively. A multimodal intervention approach comprising knowledge dissemination, exchange, and media presence provides an appropriate framework to counter the existing stigmatization of palliative care within the peer group of young adults.

초등학생의 내재적 조절동기에 영향을 미치는 학생 및 학교 특성 변인 간의 구조적 관계 분석

Objectives This study aimed to examine multilevel structural relationships between student and school characteristic variables affecting intrinsic regulatory motivation in sixth-grade elementary school students. At the student level, teacher-student relationships and peer relationships were set as influencing factors, while at the school level, teacher enthusiasm and teacher pressure for achievement were set as influencing factors, with academic self-concept as a mediator. Methods The second-year data from the Korea Education Longitudinal Study 2013 (6th grade of elementary school) was analyzed using multi-level path analysis, which takes into account the hierarchical attributes of students and schools. To verify the goodness-of-fit of the research model, the partially-saturated model method was applied, and the mediating effects of academic self-concept were tested using a Monte Carlo 95% confidence interval. Results At the student level, students' academic self-concept increased with better teacher-student and peer relationships, and higher academic self-concept led to higher levels of intrinsic regulatory motivation. At the school level, higher teacher enthusiasm was associated with higher overall academic self-concept among students, and higher academic self-concept positively influenced intrinsic regulatory motivation. The results of the mediation analysis showed that at the student level, academic self-concept partially mediated the relationships between teacher-student relationships and peer relationships and classroom attitudes, while at the school level, academic self-concept played a fully mediating role in the influence of teacher enthusiasm on intrinsic regulatory motivation. Conclusions Based on the analysis results of this study, specific strategies for enhancing intrinsic regulatory motivation in elementary school students were discussed in detail.

일 지역 간호대학생의 감성지능과 공감역량 및 임상실습 만족도 간의 관계

Objectives The purpose of this study was to identify the emotional intelligence, compassion competence and clinical practice satisfaction among nursing students. Methods The study participants included 235 nursing students located in J province, and the data were collected from November 9 to December 6, 2023, using self-report questionnaires. Data analysis employed Cronbach's α, t-test, ANOVA, Pearson’s correlation coefficients, and Scheffé test conducted for post-hoc analysis, using SPSS/WIN 24.0 program. Results The mean score of emotional intelligence and compassion competence was 4.75 and 3.78 respectively, and clinical practice satisfaction was 3.41. Emotional intelligence showed significant differences on gender and peer relationship. Compassion competence showed significant differences on school life and peer relationship. Clinical practice satisfaction showed a significant difference on application motivation and satisfaction with nursing as a major. There were significant positive correlation among emotional intelligence, compassion competence and clinical practice satisfaction. Conclusions The findings suggest that improving emotional intelligence and empathy capacity among nursing students can contribute to healthier resolution of conflicts and emotional challenges during clinical practice and better adaptation to clinical situations through increased satisfaction with clinical practice experiences. Therefore it is necessary to develop programs focusing on enhancing emotional intelligence and empathy capacity among nursing students.

Making Friends as Interactional Work: Young Refugees in Germany

This article focuses on the friendships that young refugees make in Germany as their country of arrival. Although friends are highly relevant in children's lives, little attention has been paid to this subject regarding young refugees. We conducted ego‐network interviews with 17 young refugees aged 9–15, with which we explored the opportunity structures in which young refugees choose their friends and their ways of establishing and deepening friendships, as well as the limitations thereof. Core dimensions of friendship, as proposed by Shmuel Eisenstadt, are used as sensitizing concepts: voluntariness, moral quality, unconditionality, trust, deep meaning/brittleness, and ambivalence. By reinterpreting them through an interactionist lens, the analysis reveals the complex work young refugees invest into making friends and establishing themselves in the social world of their school and peer groups.

A Mentoring Network for Diversity in Dental, Oral, and Craniofacial Research

The American Association for Dental, Oral, and Craniofacial Research (AADOCR) has developed a national and sustainable mentoring and mentor training network titled AADOCR Mentoring an Inclusive Network for a Diverse Workforce of the Future (AADOCR MIND the Future). This program is instrumental in fostering a diverse group of early-career investigators in dental, oral, and craniofacial (DOC) research. The network’s principal purpose has been to establish a robust and enduring national mentoring program centrally managed by AADOCR. The overarching goal is to develop a sustainable, nationally recognized mentoring network that enhances the career development of early-career DOC researchers from diverse backgrounds. The program aligns with the National Institute of Dental and Craniofacial Research Strategic Plan and aims to cultivate a robust pipeline of future DOC researchers who can address critical scientific challenges. AADOCR MIND the Future guides mentors and mentees in individual career development as well as improving the quality of mentoring at the home institution through dissemination of lessons learned by mentors and mentees in the program. As science practices have evolved, investigators have moved from isolated individual projects to interactive multidisciplinary teams. Within this research framework, AADOCR MIND the Future offers the global infrastructure and the variety of scientists/AADOCR members. While most institutional mentoring efforts have been developed using conventional single mentor-mentee pairs, the AADOCR MIND the Future program supplements this model with additional group mentoring (mentors-mentees) and peer mentoring (interactions between just the mentees). Mentees commit to 12 mo of programming devoted to enhancing research career development through intensive hands-on work, distance-learning components, and engagement in a mentored grant-writing experience. Mentees are strongly encouraged to remain engaged with the program beyond the initial 12-mo period. Years 1 to 3 alumni (cohorts 1 to 3) mentees continue to participate in a meaningful way, and after the completion of the program, it is envisioned these alumni will become mentors for another generation.

Socioemotional classroom environments mediating teacher expectation effects: A multilevel structural equation modeling approach

In higher education, the pathways through which teacher expectations could contribute to students’ academic achievement are an area of limited empirical investigation. In this study, we investigated the mediating role of the socioemotional classroom environment in the relations between university teachers’ early expectations and their students’ later achievement. The participants were 176 teachers and their 6,506 first-year undergraduate students from public universities in China. Data from teachers’ initial expectations, students’ prior and year-end achievement on standardized tests, and students’ perceptions of socioemotional factors within the classroom were collected. As students were nested in classes, multilevel structural equation modeling was employed for data analysis. The results showed that, at the individual level, with students’ prior achievement controlled, the extent of the teacher’s differential treatment, the quality of the teacher-student relationships, and the quality of the peer relationships in turn were statistically significantly related to the university teachers’ initial expectations, which ultimately was associated with the individual students’ year-end academic achievement. Further, the university teachers’ expectations for their individual students played a role in the quality of the peer relationships which subsequently contributed to students’ later academic achievements. Moreover, the university classes whose teachers tended on average to have higher expectations tended to achieve at higher levels. However, we did not identify mediating paths via socioemotional factors from university teacher expectations to student achievement at the class level.

Moderating role of peer relations and executive functioning on the relationship between self-efficacy, empathy &amp; social skills

Moderating role of peer relations and executive functioning on the relationship between self-efficacy, empathy &amp; social skills