The Mediating and Moderating Effects of Teacher Preference on the Relations between Students' Social Behaviors and Peer Acceptance

2007 ◽  
Vol 53 (4) ◽  
pp. 603-630 ◽  
Author(s):  
Lei. Chang ◽  
Hongyun. Liu ◽  
Kitty Y. Fung ◽  
Yan. Wang ◽  
Zhonglin. Wen ◽  
...  
Keyword(s):  
Peer Acceptance ◽  
Social Behaviors ◽  
Moderating Effects ◽  
Teacher Preference

scholarly journals Effect of Aggression on Peer Acceptance Among Adolescents During School Transition and Non-Transition: Focusing on the Moderating Effects of Gender and Physical Education Activities

2019 ◽  
Vol 16 (17) ◽  
pp. 3190
Author(s):  
Myoungjin Shin ◽  
Changhyun Lee ◽  
Yongsik Lee
Keyword(s):  
Physical Education ◽  
Peer Acceptance ◽  
Negative Relationship ◽  
School Transition ◽  
Female Students ◽  
Moderating Effects ◽  
Youth Policy ◽  
Negative Effect ◽  
Education Activity ◽  
Policy Institute

The present study examined the effect of aggression on peer acceptance among adolescents. We focused on the moderating effects of gender and participation in physical education activities and examined whether these effects varied during school transition. We used longitudinal data of adolescents aged 10 to 17 years that were obtained from a survey that was conducted by the National Youth Policy Institute. In only early adolescence, the interaction effect of gender and physical education activity influenced the relationship between aggression and peer acceptance. Specifically, the negative relationship between aggression and peer acceptance was strengthened among female students who participated in physical education activities as compared to female students who did not. This effect was not observed in male students. However, during transition from primary to secondary school, the negative effect of physical education activities did not exist. For middle-adolescents, for whom physical education activities increased more than previous years, the negative relationship between aggression and peer acceptance worsened. These influences were the same, regardless of gender. Thus, this study suggests that physical education activities improve the negative relationship between aggression and peer acceptance during school transition.

Social cognitive predictors of peer acceptance at age 5 and the moderating effects of gender

2009 ◽  
Vol 27 (3) ◽  
pp. 703-716 ◽  
Author(s):  
Francisco Braza ◽  
Aitziber Azurmendi ◽  
José M. Muñoz ◽  
María R. Carreras ◽  
Paloma Braza ◽  
...  
Keyword(s):  
Social Cognitive ◽  
Peer Acceptance ◽  
Moderating Effects ◽  
Cognitive Predictors

Relations of Children's Proactive and Reactive Assertiveness to Peer Acceptance: Moderating Effects of Social Interest

2014 ◽  
Vol 114 (3) ◽  
pp. 913-926
Author(s):  
Han-Jong Lee
Keyword(s):  
Peer Acceptance ◽  
Social Interest ◽  
Sixth Graders ◽  
Moderating Effects ◽  
Social Outcome ◽  
Negatively Associated ◽  
The Social ◽  
Study Results

Previous studies on the social outcome of assertiveness reported mixed findings, failing to support the assumption that assertiveness promotes peer acceptance. In an attempt to provide explanations for the inconsistencies in prior findings, this study proposed making a distinction between proactive and reactive assertiveness and examined the moderating effects of social interest. A total of 441 fifth and sixth graders (232 boys, 209 girls; M age=10.6 yr., SD=0.6) participated in the study. Results indicated that proactive assertiveness was positively related to peer acceptance regardless of social interest. By contrast, reactive assertiveness was positively related to peer acceptance but only when social interest is high. When social interest is low, it was negatively associated with peer acceptance.

Indirect Effects of Emotion Regulation on Peer Acceptance and Rejection: The Roles of Positive and Negative Social Behaviors

2016 ◽  
Vol 62 (4) ◽  
pp. 415 ◽  
Author(s):  
Bethany L. Blair ◽  
Meghan J. Gangel ◽  
Nicole B. Perry ◽  
Marion O'Brien ◽  
Susan D. Calkins ◽  
...  
Keyword(s):  
Emotion Regulation ◽  
Indirect Effects ◽  
Peer Acceptance ◽  
Social Behaviors

Peer Acceptance, Teacher Preference, and Self-Appraisal of Social Status among Learning Disabled Students

1980 ◽  
Vol 3 (3) ◽  
pp. 42-48 ◽  
Author(s):  
Mary K. Garrett ◽  
W. Donald Crump
Keyword(s):  
Social Status ◽  
Peer Acceptance ◽  
Learning Disabled ◽  
Peer Status ◽  
Disabled Children ◽  
Disabled Students ◽  
Research Curriculum ◽  
Teacher Preference ◽  
Relationship Of ◽  
The Relationship

Social integration, one aspect of mainstreaming, has become an increasing concern with educators working with learning disabled students. Previous results generally have indicated a low peer status for learning disabled students. The purpose of this study was to compare the peer status of learning disabled children served in mainstream programs with their nonlearning disabled peers and to explore (1) the relationship of teacher preference and social status among children, and (2) the accuracy of self-appraisal of social status among learning disabled and nonlearning disabled students. Findings concerned with peer status were similar to previous research. In addition, learning disabled students were found to be less preferred by teachers. A significant relationship between teacher preference and social status was observed in 78% of the classrooms. Results for self-appraisal of social status were somewhat different from previous research. Implications for research, curriculum, and teacher education are discussed.

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