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Direct linkCash, Anne H.; Debnam, Katrina J.; Waasdorp, Tracy E.; Wahl, Mary; Bradshaw, Catherine P. – Journal of Educational Psychology, 2019
As students transition into adolescence they are often permitted greater independence in nonclassroom settings within schools and thus the opportunities for problem behaviors increase. However, nonclassroom settings can also provide an opportunity for students and school staff to engage in informal yet positive interactions. This paper aimed to…
Descriptors: Teacher Student Relationship, Interaction, Informal Education, Predictor Variables
Ahn, Hai-Jeong; Rodkin, Philip C. – Journal of Educational Psychology, 2014
This study investigated moderating effects of classroom friendship network structures (centralization and density), teacher-student attunement on aggression and popularity, and gender on changes in the social status of aggression over 1 school year. Longitudinal multilevel analyses with 2 time points (fall and spring) were conducted on a sample of…
Descriptors: Predictor Variables, Aggression, Friendship, Peer Relationship
Veronneau, Marie-Helene; Vitaro, Frank; Pedersen, Sara; Tremblay, Richard E. – Journal of Educational Psychology, 2008
This 17-year longitudinal study tested whether low peer-perceived acceptance and association with aggressive-disruptive friends during preadolescence predicted students' failure to graduate from secondary school. Participants were 997 Caucasian, French-speaking boys from low-socioeconomic status, urban neighborhoods. The boys were recruited in…
Descriptors: Graduation Rate, High School Graduates, Longitudinal Studies, Peer Influence
