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

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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

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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
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