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Direct linkSophia W. Magro; Kelsey A. Hobbs; Pearl Han Li; Patrick Swenson; Amy Riegelman; Joseph A. Rios; Glenn I. Roisman – School Psychology Review, 2024
According to developmental psychologists, more supportive and less conflictual relationships with teachers play a positive role in children's social behavior with peers both concurrently and in the future. This meta-analysis examined the association between teacher-student relationship quality, as measured by the Student-Teacher Relationship Scale…
Descriptors: Teacher Student Relationship, Interpersonal Competence, Peer Relationship, Student Behavior
Download full textKaren L. Bierman; Janet A. Welsh; Cristin M. Hall; Linda N. Jacobson; David L. Lee; Damon E. Jones – Grantee Submission, 2022
Objective: To evaluate the benefits of the Fast Track Friendship Group program implemented as a stand-alone school-based intervention on the social cognitions, social behavior, peer and teacher relationships of peer-rejected students. Method: Over four successive years, 224 peer-rejected elementary students (57% White, 17% Black, 20% Latinx, 5%…
Descriptors: Friendship, Intervention, Peer Acceptance, Peer Relationship
Kim, Helyn; Cameron, Claire E.; Kelly, Cara A.; West, Hall; Mashburn, Andrew J.; Grissmer, David W. – Journal of Psychoeducational Assessment, 2019
This study extended existing work on the Individualized Classroom Assessment Scoring System (inCLASS), established as a measure of preschool-age children's observed interactions in the four domains of Teacher Interactions, Peer Interactions, Task Orientation, and Negative Engagement. Our sample included kindergarten-age children (N = 117; mean age…
Descriptors: Preschool Children, Interaction, Teacher Student Relationship, Peer Relationship
