Teacher power and children's loneliness: Moderating effects of teacher‐child relationships and peer relationships

AbstractThis study examined the relation between children's peer relationships and teacher-rated psychological adjustment. A number of shortcomings in the peer literature were addressed by: (a) employing carefully delineated peer variables (passive isolation, rejected isolation, aggressive-disruptive, peer preference, mutual friendship); (b) employing a data analytic strategy that permitted simultaneous examination of main effects of and interactions among peer variables; (c) using an outcome measure that is well-normed for children and widely used in studies of adjustment; and (d) controlling for outcome measures' autocorrelations across time points. For 236 school children in the third, fourth, and fifth grades, concurrent associations were examined between these peer variables and internalizing and externalizing problems. Longitudinal associations were examined over a period of 2 years. In so doing, we found that passive isolation was a risk factor for internalizing problems, and rejected isolation was marginally predictive of externalizing problems. Furthermore, we found complex moderating effects of mutual friendship, such that children who were not isolated may derive benefits from having a close mutual friend, but the results were not clear for children with poor peer-group relationships. Much additional research is needed to further clarify these findings.

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Adolescent Students Who Stutter: A Qualitative Exploration of School Experiences

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00085 ◽

2019 ◽

Vol 4 (6) ◽

pp. 1327-1336

Author(s):

Tiffany R. Cobb ◽

Derek E. Daniels ◽

James Panico

Keyword(s):

High School ◽

Middle School ◽

Peer Relationships ◽

Speech Therapy ◽

School Setting ◽

Image Data ◽

School Experiences ◽

Adolescent Students ◽

Therapy Decision ◽

Qualitative Phenomenological

Purpose The purpose of this study was to explore the ways in which adolescent students who stutter perceive their school experiences. Method This study used a qualitative, phenomenological research design. Semistructured interviews were conducted with 7 adolescent students who stutter (3 in middle school and 4 in high school). Participants were interviewed about their school experiences, including the effects of stuttering on academics, learning, teacher relationships, peer relationships, speech therapy experiences, and self-image. Data analysis consisted of transcribing interviews and analyzing them for emerging themes. Results Findings revealed that participants described a variety of experiences around the school setting. Participants reported less favorable middle school experiences. Middle school participants reflected more on teasing, bullying, and feelings of embarrassment, whereas high school participants revealed that teachers, staff, and peers were receptive and accepting of them and their stuttering. All participants reported that their speech therapy helped with classroom participation. Conclusions As a result of the participants' varied experiences, it is important to listen to and incorporate the voices of students who stutter into school, classroom, and therapy decision-making practices.

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The Relation Between Teachers' Diagnostic Sensitivity, their Instructional Activities, and their Students' Achievement Gains in Reading*

Zeitschrift für Pädagogische Psychologie ◽

10.1024/1010-0652/a000112 ◽

2013 ◽

Vol 27 (4) ◽

pp. 283-293 ◽

Cited By ~ 7

Author(s):

Lars Behrmann ◽

Elmar Souvignier

Keyword(s):

Reading Comprehension ◽

Classroom Management ◽

Reading Program ◽

Multilevel Analyses ◽

Moderating Effects ◽

Management Skills ◽

Judgment Accuracy ◽

Achievement Gains ◽

Instructional Activities ◽

Main Effects

Single studies suggest that the effectiveness of certain instructional activities depends on teachers' judgment accuracy. However, sufficient empirical data is still lacking. In this longitudinal study (N = 75 teachers and 1,865 students), we assessed if the effectiveness of teacher feedback was moderated by judgment accuracy in a standardized reading program. For the purpose of a discriminant validation, moderating effects of teachers' judgment accuracy on their classroom management skills were examined. As expected, multilevel analyses revealed larger reading comprehension gains when teachers provided students with a high number of feedbacks and simultaneously demonstrated high judgment accuracy. Neither interactions nor main effects were found for classroom management skills on reading comprehension. Moreover, no significant interactions with judgment accuracy but main effects were found for both feedback and classroom management skills concerning reading strategy knowledge gains. The implications of the results are discussed.

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