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

Zhang, Feng; Jiang, Ying; Lei, Xiuya; Huang, Silin

doi:10.1002/pits.22295

Cited by 11 publications

(7 citation statements)

References 117 publications

(168 reference statements)

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“…Second, although several previous studies highlighted the importance of teacher–student relationships and peer relationships as protective resources against children negative development (Q. Tang et al, 2013; Zhang et al, 2018), our data do not confirm this assumption. Contrary to previous studies and our hypothesis, the present study revealed that teacher–student relationships exacerbated rather than buffered the negative effect of maternal harsh discipline on children’s anxiety.…”

Section: Discussioncontrasting

confidence: 99%

Parental harsh discipline and children’s anxiety in China: An examination of the moderating and mediating roles of teacher–student relationships and peer relationships.

Li¹,

Shi²,

Zhai³

et al. 2023

Psychology of Violence

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Objective: The present study examined the moderating and mediating roles of teacher–student relationships (TSR) and peer relationships in the effects of parental harsh discipline on children’s anxiety in Chinese society. Method: A total of 1,040 children (53.8% boys; Mage = 10.64 years, SD = 1.12) and their parents were participated in this study. We constructed the structural equation model to explore the effects of paternal and maternal harsh discipline on children’s anxiety, as well as the moderating and mediating roles of teacher–student relationships and peer relationships. Results: The findings revealed that maternal but not paternal harsh discipline predicted children’s anxiety 6 months later. Better teacher–student relationships intensified the negative effect of maternal harsh discipline on children’s anxiety, whereas peer relationships did not moderate the effect. Teacher–student relationships and peer rejection interactively moderated the effect of maternal harsh discipline on children’s anxiety. Specifically, high levels of peer rejection intensified the impact of teacher–student relationships on the effect of maternal harsh discipline on children’s anxiety. Moreover, teacher–student relationships also served as mediators in the negative effect of maternal harsh discipline on children’s anxiety. Conclusions: Findings provide partial support for the “healthy context paradox” (negative impact of parental harsh discipline may be more severe in healthy contexts) and highlight the importance of considering the effects of the home–school mesosystems on child adjustment.

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Section: Discussioncontrasting

confidence: 99%

Parental harsh discipline and children’s anxiety in China: An examination of the moderating and mediating roles of teacher–student relationships and peer relationships.

Li¹,

Shi²,

Zhai³

et al. 2023

Psychology of Violence

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“…It has been shown that pupils' perceptions of increased teacher power are associated with negative pupil‐teacher relationships and an emotional distance between pupil and teacher (Zhang et al, 2019). Although Zhang et al's study is conducted on Chinese schoolchildren, who experience a very different educational culture than in the UK, their findings support Magee and Smith's (2013) proposition that an increasing power differential in dyadic relationships increases social distance.…”

Section: Discussionmentioning

confidence: 99%

The discovery of the implicit pupil‐teacher social contract

Looker

2022

Review of Education

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The study takes a critical realist grounded theory approach to explore the intersection of pupil‐teacher relationships and school alienation using experiences of secondary school pupils and teachers. Qualitative data were collected through semi‐structured interviews with both pupils and teachers. Participants' perceptions and experiences were explored, both positive and negative, to develop an understanding of the perspectives of both actors in reciprocal relationships. The methodological framework for this grounded theory diverges from the popular constructivist design and is, instead, influenced by the classic approach. It is developed to be situated in a critical realist philosophy, emphasising the importance of the emancipatory goal of critical realism. Analysis of the data identified that alienated pupils frequently have difficult relationships with their teachers and discovered a subgroup of pupils who experienced more extreme forms of alienation. An implicit pupil‐teacher social contract is presented, describing the emergence of observable actions through the causative mechanism inherent to critical realism. The social contract rests upon the concepts of mutual respect and power. When a pupil believes the contract to have been breached, through the perceived violation of one of these concepts, pupil‐teacher relationships begin to deteriorate.

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“…Relevant items were averaged, with higher averaged scores indicating a better teacher‐student relationship, as perceived by the students. This measure is considered to be a valid and reliable instrument for measuring students' perceptions of teacher‐student relationships (Lin et al., 2016; Shi et al., 2022; Zhang, Jiang, Lei, & Huang, 2019). Confirmatory factor analysis showed that the 4‐factor structure validity of the scale was good (ꭓ 2 / df = 3.46, RMSEA = 0.05, CFI = 0.94, TLI = 0.93, SRMR = 0.04).…”

Section: Methodsmentioning

confidence: 99%

Creativity Profiles and the Role of Interpersonal Relationships in Primary School Pupils: A Person‐Centered Approach

Liu

Zhao

et al. 2022

Journal of Creative Behavior

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This study aimed to investigate the heterogeneity of creativity and the role of interpersonal relationships for creativity subgroups among primary school students. We used latent profile analysis to identify subgroups of creativity among pupils. We then used logistic regression analysis to investigate the role of teacher-student and peer relationships in these subgroups. A total of 1,047 primary school students (M age = 10.97, SD = 0.91; 47.80% girls) completed the Chinese version of the Torrance Test of Creative Thinking Figural Form A, the Teacher-Student Relationship Scale, and peer nominations. First, the results revealed five creativity profiles for pupils in primary school: high-creativity individuals, innovators, medium-creativity individuals, adaptors, and low-creativity individuals. Heterogeneity across the five subgroups was reflected in the differing creativity levels and differences in creativity dimensions. Second, students who had better teacher-student relationships were more likely to be high-creativity individuals and innovators than low-creativity individuals. In addition, students who had higher perceived popularity tended to be high-creativity individuals, innovators, adaptors, and medium-creativity individuals than low-creativity individuals. The results of this study provide a theoretical basis and empirical support for the targeted cultivation of creativity in primary schools.

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

Cited by 11 publications

References 117 publications

Parental harsh discipline and children’s anxiety in China: An examination of the moderating and mediating roles of teacher–student relationships and peer relationships.

Parental harsh discipline and children’s anxiety in China: An examination of the moderating and mediating roles of teacher–student relationships and peer relationships.

The discovery of the implicit pupil‐teacher social contract

Creativity Profiles and the Role of Interpersonal Relationships in Primary School Pupils: A Person‐Centered Approach

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