Psychological Development and Education ›› 2020, Vol. 36 ›› Issue (3): 318-328.doi: 10.16187/j.cnki.issn1001-4918.2020.03.09

Previous Articles     Next Articles

How Adolescents' Academic and Behavioral Characteristics Influence teacher support: Evidence from Individuals and Peer Groups

ZHANG Yunyun, LIU Sichen, REN Ping, NIU Lili   

  1. Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University 100875
  • Published:2020-06-02

RichHTML

PDF (PC)

Abstract: Teacher support is an important indicator of teacher-student relationship. It is jointly constructed by teachers and students. Previous research mostly focused on teachers and individual students or teachers and classes as a whole, but ways individual students and groups interact with teachers interactively were less considered. The current study was characterized in the academic achievement, prosocial behavior, and aggressive behavior of individuals and their peer groups and examined their impact on teacher support. The results showed that: (1) In terms of individuals, individual's academic achievement positively predicted the increase of follow-up teacher support. (2) Only in high academic achievement groups, an increase in individual achievement predicted an increase in teacher support. (3) Girls in low prosocial groups received less teacher support than boys, while girls in high prosocial groups received more teacher support than boys.

Key words: teacher support, peer group, academic achievement, prosocial behavior, aggressive behavior

CLC Number: 

  • G442
Arkin, R. M., Appelman, A. J., & Burger, J. M. (1980). Social anxiety, self-presentation, and the self-serving bias in causal attribution. Journal of Personality and Social Psychology, 38(1), 23-35.
Babad, E. Y. (1990). Measuring and changing teachers' differential behavior as perceived by students and teachers. Journal of Educational Psychology, 82(4), 683-690.
Babad, E. Y., Inbar, J., & Rosenthal, R. (1982). Pygmalion, galatea, and the golem:Investigations of biased and unbiased teachers. Journal of Educational Psychology, 74(4), 459-474.
Baker, J. A. (2006). Contributions of teacher-child relationships to positive school adjustment during elementary school. Journal of School Psychology, 44(3), 211-229.
Barry, M. N., & Wentzel, K. R. (2006). Friend influence on prosocial behavior:The role of motivational factors and friendship characteristics. Developmental Psychology, 42(1), 153-163.
Bates, D., Maechler, M., Bolker, B., Walker, S., Christensen, R., Singmann, H., & Grothendieck, G. (2015). lme4:Linear mixed-effects models using Eigen and S4 (Version 1.1-8)[Computer software].
Birch, S. H., & Ladd, G. W. (1998). Children's interpersonal behaviors and the teacher-child relationship. Developmental Psychology, 34(5), 934-946.
Bjorkqvist, K., Lagerspetz, K. M., & Kaukiainen, A. (1992). Do girls manipulate and boys fight? Developmental trends in regard to direct and indirect aggression. Aggressive Behavior, 18(2), 117-127.
Blanck, P. D., & Rosenthal, R. (1984). Mediation of interpersonal expectancy effects:Counselor's tone of voice. Journal of Educational Psychology, 76(3), 418-426.
Brechwald, W. A., & Prinstein, M. J. (2011). Beyond homophily:A decade of advances in understanding peer influence processes. Journal of Research on Adolescence, 21(1), 166-179.
Cairns, R. B., Gariepy, J. L., Kindermann, T., & Leung, M. (1991). Identifying social clusters in natural settings (unpublished manuscript). Chapel Hill:University of North Carolina, Center for Developmental Science.
Card, N. A., Sawalani, G. M., & Little, S. T. D. (2008). Direct and indirect aggression during childhood and adolescence:A meta-analytic review of gender differences, intercorrelations, and relations to maladjustment. Child Development, 79(5), 1185-1229.
Chen, X., Rubin, K. H., & Li, B. (1995). Social and school adjustment of shy and aggressive children in China. Development and Psychopathology, 7(2), 337-349.
Condry, J. C., & Ross, D. F. (1985). Sex and aggression:The influence of gender label on the perception of aggression in children. Child Development, 56(1), 225-233.
Eagly, A. H. (1987). Reporting sex differences. American Psychology, 42(7), 756-757.
Enders, C. K., & Tofighi, D. (2007). Centering predictor variables in cross-sectional multilevel models:A new look at an old issue. Psychological Methods, 12(2), 121-38.
Fowler, L. T. S., Banks, T. I., Anhalt, K., Der, H. H., & Kalis, T. (2008). The association between externalizing behavior problems, teacher-student relationship quality, and academic performance in young urban learners. Behavioral Disorders, 33(3), 167-183.
Francis, B. (2000). The gendered subject:Students' subject preferences and discussions of gender and subject ability. Oxford Review of Education, 26(1), 35-48.
Gest, S. D. (2006). Teacher reports of children's friendships and social groups:Agreement with peer reports and implications for studying peer similarity. Social Development, 15(2), 248-259.
Gest, S. D., Moody, J., & Rulison, K. L. (2007). Density or distinction? The roles of data structure and group detection methods in describing adolescent peer groups. Journal of Social Structure, 8(1), 1-27.
Goodenow, C. (1993). Classroom belonging among early adolescent students:Relationships to motivation and achievement. Journal of Early Adolescence, 13(1), 21-43.
Gorman-Smith, D., & Metropolitan Area Child Study Research Group. (2003). Effects of teacher training and consultation on teacher behavior toward students at high risk for aggression. Behavior Therapy, 34(4), 437-452.
Graziano, W. G., & Eisenberg, N. (1997). Agreeableness:A dimension of personality. In R. Hogan, J. Johnson, & A. S. Briggs (Eds.), Handbook of personality psychology (pp. 795-824). San Diego, CA:Academic Press.
Hamm, J. V., Farmer, T. W., Dadisman, K., Gravelle, M., & Murray, A. R. (2011). Teachers' attunement to students' peer group affiliations as a source of improved student experiences of the school social-affective context following the middle school transition. Journal of Applied Developmental Psychology, 32(5), 267-277.
Hendrickx, M. M. H. G., Mainhard, M. T., Boor-Klip, H. J., Cillessen, A. H. M., & Brekelmans, M. (2016). Social dynamics in the classroom:Teacher support and conflict and the peer ecology. Teaching & Teacher Education, 53, 30-40.
Higgins, E. T., & Bargh, J. A. (1987). Social cognition and social perception. Annual Review of Psychology, 38(1), 369-425.
Ho, D. Y. (1986). Chinese patterns of socialization:A critical review. In M. H. Bond (Ed.), The psychology of the Chinese people (pp. 1-35). Hong Kong:Oxford University Press.
Hoffmann, M. L., & Powlishta, K. K. (2001). Gender segregation in childhood:A test of the interaction style theory. The Journal of Genetic Psychology, 162(3), 298-313.
Hou, H. (2015). What makes an online community of practice work? A situated study of Chinese student teachers' perceptions of online professional learning. Teaching and Teacher Education, 46, 6-16.
Hughes, J. N., & Cao, Q. (2017). Trajectories of teacher-student warmth and conflict at the transition to middle school:Effects on academic engagement and achievement. Journal of School Psychology, 67, 148-162.
Hughes, J. N., Cavell, T. A., & Willson, V. (2001). Further support for the developmental significance of the quality of the teacher-student relationship. Journal of School Psychology, 39(4), 289-301.
Hughes, J. N., & Im, M. H. (2016). Teacher-student relationship and peer disliking and liking across Grades 1-4. Child Development, 87(2), 593-611.
Hughes, J. N., Im, M. H., & Wehrly, S. E. (2014). Effect of peer nominations of teacher-student support at individual and classroom levels on social and academic outcomes. Journal of School Psychology, 52(3), 309-322.
Katz, I., Kaplan, A., & Gueta, G. (2010). Students' needs, teachers' support, and motivation for doing homework:A cross-sectional study. The Journal of Experimental Education, 78(8), 246-267.
Kelley, H. H., & Michela, J. L. (1980). Attribution theory and research. Annual Review of Psychology, 31(1), 457-501.
Kindermann, T. A., McCollam, T. L., & Gibson, E. (1996). Peer networks and students' classroom engagement during childhood and adolescence. Social motivation:Understanding children's school adjustment (pp. 279-312). New York:Cambridge University Press.
Kuklinski, M. R., & Weinstein, R. S. (2001). Classroom and developmental differences in a path model of teacher expectancy effects. Child Development, 72(5), 1554-1578.
Kupersmidt, J. B., Derosier, M. E., & Patterson, C. P. (1995). Similarity as the basis for children's friendships:The roles of sociometric status, aggressive and withdrawn behavior, academic achievement and demographic characteristics. Journal of Social and Personal Relationships, 12(3), 439-452.
Lee, M., & Larson, R. (2000). The Korean ‘examination hell’:Long hours of studying, distress, and depression. Journal of Youth and Adolescence, 29(2), 249-271.
Lei, H., Cui, Y., & Chiu, M. M. (2016). Affective teacher-student relationships and students' externalizing behavior problems:A meta-analysis. Frontiers in Psychology, 7, 1-12.
McAuliffe, M. D., Hubbard, J. A., & Romano, L. J. (2009). The role of teacher cognition and behavior in children's peer relations. Journal of Abnormal Child Psychology, 37(5), 665-677.
McHale, S. M., Crouter, A. C., & Whiteman, S. D. (2003). The family contexts of gender development in childhood and adolescence. Social Development, 12(1), 125-148.
Mejia, T. M., & Hoglund, W. L. (2016). Do children's adjustment problems contribute to teacher-child relationship quality? Support for a child-driven model. Early Childhood Research Quarterly, 34, 13-26.
Midgley, C., Feldlaufer, H., & Eccles, J. S. (1989). Student/teacher relations and attitudes toward mathematics before and after the transition to junior high school. Child Development, 60(4), 981-992.
Mitchell, S. N., & DellaMattera, J. N. (2010). Teacher support and student's self-efficacy beliefs. Journal of Contemporary Issues in Education, 5(2), 24-35.
Moncrieffe, J., & Eyben, R. (2013). The power of labelling:How people are categorized and why it matters. London:Earthscan.
Murdock, T. B., & Miller, A. (2003). Teachers as sources of middle school students' motivational identity:Variable-centered and person-centered analytic approaches. Elementary School Journal, 103(4), 383-399.
Neal, J. W., & Neal, Z. P. (2013). The multiple meanings of peer groups in social cognitive mapping. Social Development, 22(3), 580-594.
Pakaslahti, L., Karjalainen, A., & Keltikangas-Järvinen, L. (2002). Relationships between adolescent prosocial problem-solving strategies, prosocial behaviour, and social acceptance. International Journal of Behavioral Development, 26(2), 137-144.
Pianta, R. C., Hamre, B., & Stuhlman, M. (2003). Relationships between teachers and children. Handbook of psychology (pp. 279-312). Hoboken:Wiley.
Pursell, G. R., Laursen, B., Rubin, K. H., Booth-LaForce, C., & Rose-Krasnor, L. (2008). Gender differences in patterns of association between prosocial behavior, personality, and externalizing problems. Journal of Research in Personality, 42(2), 472-481.
Schaffer, H. R. (1996). Social development. Malden, MA:Blackwell Publishing.
Sijtsema, J. J., Ojanen, T., Veenstra, R., Lindenberg, S., Hawley, P. H., & Little, T. D. (2010). Forms and functions of aggression in adolescent friendship selection and influence:A longitudinal social network analysis. Social Development, 19(3), 515-534.
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom:Reciprocal effects of teacher behavior and student engagement across the school year. Journal of educational psychology, 85(4), 571-581.
Skinner, E. A., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom:Part of a larger motivational dynamic? Journal of Educational Psychology, 100(4), 765-781.
Smey-Richman, B. (1989). Teacher expectations and low-achieving students. Philadelphia, PA:Research for Better Schools.
Steglich, C., & Knecht, A. (2014). Studious by association? Effects of teacher's attunement to students' peer relations. Zeitschriftfür Erziehungswissenschaft, 17(5), 153-170.
Stenseng, F., Belsky, J., Skalicka, V., & Wichstrom, L. (2016). Peer rejection and attention deficit hyperactivity disorder symptoms:Reciprocal relations through ages 4, 6, and 8. Child Development, 87(2), 365-373.
Suldo, S. M., Friedrich, A. A., White, T., Farmer, J., Minch, D., & Michalowski, J. (2009). Teacher support and adolescents' subjective well-being:A mixed-methods investigation. School Psychology Review, 38(1), 67-85.
Tiedemann, J. (2000). Gender-related beliefs of teachers in elementary school mathematics. Educational Studies in Mathematics, 41(2), 191-207.
Triandis, H. C., Bontempo, R., Villareal, M. J., Asai, M., & Lucca, N. (1988). Individualism and collectivism:Cross-cultural perspectives on self-ingroup relationships. Journal of Personality and Social Psychology, 54(2), 323-338.
Voyer, D., & Voyer, S. D. (2014). Gender differences in scholastic achievement:A meta-analysis. Psychological Bulletin, 140(4), 1174-1204.
Weinstein, R. S., Marshall, H. H., Brattesani, K. A., & Middlestadt, S. E. (1982). Student perceptions of differential teacher treatment in open and traditional classrooms. Journal of Educational Psychology, 74(5), 678-692.
Wentzel, K. R. (1991). Social competence at school:Relation between social responsibility and academic achievement. Review of Educational Research, 61(1), 1-24.
Wentzel, K. R. (1997). Student motivation in middle school:The role of perceived pedagogical caring. Journal of Educational Psychology, 89(3), 411-419.
Wentzel, K. R. (2002). Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence. Child Development, 73(1), 287-301.
Younger, M., & Warrington, M. (1996). Differential achievement of girls and boys at GCSE:Some observations from the perspective of one school. British Journal of Sociology of Education, 17(3), 299-313.
Zhang, Y., Ren, P., Li, X., Liu, H., & Luo, F. (2019). Academic predictors of early adolescents' perceived popularity:The moderating effects of classroom academic norm salience. Frontiers in Education, 4, 52-63.
陈斌斌, 李丹, 陈欣银, 陈峰. (2011). 作为社会和文化情境的同伴圈子对儿童社会能力发展的影响. 心理学报, 43(1), 74-91.
刘万伦, 沃建中. (2005). 师生关系与中小学生学校适应性的关系. 心理发展与教育, 21(1), 87-90.
任萍, 郭雨芙, 秦幸娜, 张云运, 张瑞平. (2017). 中小学班级生态系统及其与个体学校适应的关系. 北京师范大学学报(社会科学版),(5), 31-39.
沙晶莹, 张向葵, 邓小平. (2017). 青少年与其同伴团体学业成就同质性的元分析. 应用心理学, 23(4), 345-354.
王耘, 王晓华. (2002). 小学生的师生关系特点与学生因素的关系研究. 心理发展与教育, 18(3), 18-23.
杨钋, 林小英. (2001). 聆听与倾诉:质的研究方法应用论文集. 北京:教育科学出版社.
[1] ZHANG Jiemin, TAO Yun, YANG Shuhan, CHEN Rui. A Review on Conceptual Representation and Its Methods of Prosocial Behavior [J]. Psychological Development and Education, 2024, 40(2): 298-304.
[2] YAN Zhiqiang, ZHOU Ke, ZENG Xiao, XU Hui, ZHU Xiaoqian, ZHANG Juan. The Relationship between Preschooler’s Executive Function and Aggressive Behavior: The Mediation Effect of Cognitive Empathy [J]. Psychological Development and Education, 2023, 39(6): 788-797.
[3] HONG Xinwei, MIAO Lingtong, FAN Hang, SONG Minghua, ZHU Tingting, LIU Shen, ZHANG Lin. The Relationship between Parental Conflict and Adolescents' Aggressive Behavior: Roles of Emotional Security and School Connectedness [J]. Psychological Development and Education, 2023, 39(5): 726-734.
[4] YIN Xiaolan, ZHOU Lujun, ZHU Cuiying. The Effect of School Environment on the Rural Left-behind Children's Prosocial Behaviors: The Mediating Role of Psychological Capital and Life Satisfaction [J]. Psychological Development and Education, 2023, 39(4): 497-504.
[5] LI Tengfei, MA Yuxin, SONG Ruijun, CHEN Liang. Longitudinal Associations between Physical Victimization, Relational Victimization, and Academic Achievement during Early Adolescence: A Cross-lagged Panel Study [J]. Psychological Development and Education, 2023, 39(4): 559-567.
[6] XIN Guogang, ZHANG Libin, CHANG Ruisheng, ZHANG Yunyun. Bullying Victimization Trajectories in Early Adolescence: The Predictive Role of Depression, Self-esteem and Academic Achievement [J]. Psychological Development and Education, 2023, 39(4): 568-579.
[7] ZHAO Xian, WANG Zhihang, WANG Dongfang, YUAN Yanyun, YIN Xiayun, LI Zhihua. Developmental Trajectory of Prosocial Behavior in Impoverished Children during Early Adolescence: The Effects of Gender and Parenting Style Heterogeneity [J]. Psychological Development and Education, 2023, 39(3): 323-332.
[8] LI Qiangqiang, HU Jia. The Influence of Subjective Social Class and Putting a Price for Time Priming on Individual Prosocial Behavior [J]. Psychological Development and Education, 2023, 39(3): 360-368.
[9] XIE Yuntian, SHI Zifu, YIN Lin, LAN Luo. A Meta-analysis of the Relationships between Chinese Parenting Styles and Children’s Academic Achievement [J]. Psychological Development and Education, 2022, 38(3): 366-379.
[10] WANG Guoxia, ZHAO Yang. A Meta-analysis about Teacher Autonomy-support and Student Academic Achievement: The Mediation of Psychological Need Satisfaction, Motivation and Engagement [J]. Psychological Development and Education, 2022, 38(3): 380-390.
[11] TANG Lei, LIU Yanling, YANG Yingkai. The Cognitive Processes and Neural Bases of Prosocial Behavior [J]. Psychological Development and Education, 2022, 38(3): 437-446.
[12] WU Jiawang, LI Hongxia, SI Jiwei. How Does Computational Fluency Refine Math Anxiety in Early Elementary School Children? Evidence from Variable-oriented and Person-oriented Analyses [J]. Psychological Development and Education, 2022, 38(1): 72-80.
[13] MA Li, WANG Tao. Effects of Mental Health of Disabled Children on Parenting Stress: A Moderated Mediation Model [J]. Psychological Development and Education, 2022, 38(1): 126-133.
[14] REN Ping, SONG Zijing, MENG Xiaozhe, QIN Xingna, ZHANG Yunyun. The Relationship between Academic Achievement, Popularity and Aggressive Behavior of Adolescents: A Cross-lagged Analysis [J]. Psychological Development and Education, 2021, 37(5): 710-718.
[15] XIA Xiaotong, Duan Jinyun, Huang Xinyin. FOMO's Influence on Prosocial Behavior [J]. Psychological Development and Education, 2021, 37(3): 344-352.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd