DC FieldValueLanguage
dc.contributor.authorHatzigianni, Maria-
dc.contributor.authorShahaeian, Ameneh-
dc.contributor.authorWang, Cen-
dc.contributor.authorMurray, Elizabeth-
dc.contributor.authorHarrison, Linda J.-
dc.date.accessioned2024-04-04T11:26:53Z-
dc.date.available2024-04-04T11:26:53Z-
dc.date.issued2016-12-01-
dc.identifierscopus-84988649191-
dc.identifier.issn00224405-
dc.identifier.other84988649191-
dc.identifier.urihttps://uniwacris.uniwa.gr/handle/3000/1784-
dc.description.abstractTeachers and peers represent two important dimensions of the classroom social ecology that have important implications for children's social-emotional adjustment. This study examined the combined effects of teacher-child relationships (TCR) and peer relationships for 6–7 year-old children on their social-emotional adjustment at 8–9 years. The sample was comprised of children and their teachers participating in the Longitudinal Study of Australian Children (n = 2857). Teachers reported on TCR, peer relationships, and children's emotional well-being, and children provided self-reported self-concept and school liking during a face-to-face interview. The analytic approach extends previous research by modeling TCR and peer relationships in combination, using cluster analysis to understand the nature of 6–7 year-old children's social relationships in the classroom. Five distinct profiles of children were identified: adaptive, teacher-oriented, teacher-child conflict prominent, non-adaptive, and invisible. The adaptive profile had the best outcomes on all three aspects of social-emotional adjustment at age 8–9; the non-adaptive profile had the poorest outcomes, and the invisible group was mid-range. The teacher-oriented and teacher-child conflict prominent groups had mixed outcomes for social-emotional adjustment. Implications for school psychologists and teachers are discussed.en_US
dc.language.isoenen_US
dc.relation.ispartofJournal of School Psychologyen_US
dc.subjectCluster analysisen_US
dc.subjectEmotional well-beingen_US
dc.subjectPeer relationshipen_US
dc.subjectSchool likingen_US
dc.subjectSelf-concepten_US
dc.subjectTeacher-child relationshipen_US
dc.titleThe combined effects of teacher-child and peer relationships on children's social-emotional adjustmenten_US
dc.typeArticleen_US
dc.identifier.doi10.1016/j.jsp.2016.09.003en_US
dc.identifier.scopus2-s2.0-84988649191-
dcterms.accessRights0en_US
dc.relation.deptDepartment of Early Childhood Education and Careen_US
dc.relation.facultySchool of Administrative, Economics and Social Sciencesen_US
dc.relation.volume59en_US
dc.identifier.spage1en_US
dc.identifier.epage11en_US
dc.linkhttps://www.scopus.com/record/display.uri?eid=2-s2.0-84988649191&origin=inward&txGid=4fa54411c13cfa32da0cd5ad3cb29003en_US
dc.collaborationUniversity of West Attica (UNIWA)en_US
dc.journalsSubscriptionen_US
dc.publicationPeer Revieweden_US
dc.countryGreeceen_US
local.metadatastatusverifieden_US
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.fulltextNo Fulltext-
item.grantfulltextnone-
item.languageiso639-1en-
item.openairetypeArticle-
item.cerifentitytypePublications-
crisitem.author.deptDepartment of Early Childhood Education and Care-
crisitem.author.facultySchool of Administrative, Economics and Social Sciences-
crisitem.author.orcid0000-0001-9378-2598-
crisitem.author.parentorgSchool of Administrative, Economics and Social Sciences-
Appears in Collections:Articles / Άρθρα
CORE Recommender
Show simple item record

SCOPUSTM   
Citations

48
checked on Aug 10, 2024

Page view(s)

19
checked on Aug 15, 2024

Google ScholarTM

Check

Altmetric

Altmetric


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.