Teachers’ Management of Peer Relations: Associations with Fifth Grade Classroom Peer Ecologies

Kilday, Jessica E.; Brass, Nicole R.; Ferguson, Sharlyn; Ryan, Allison M.; Pearson, Meaghan I

doi:10.1080/00220973.2022.2039890

Cited by 3 publications

(3 citation statements)

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“…Most notable is the correlational nature of the study which precludes us from interpreting the directionality of the relationship between these factors and attunement. For example, the degree of teacher attunement may impact the overall level of bullying in the classroom such that highly attuned teachers may utilize management practices (e.g., Braun et al., 2019; Kilday et al., 2022; Norwalk et al., 2020) that subsequently decrease the average level of bullying in the classroom. Future research might address this issue by using longitudinal designs to ascertain how attunement relates to specific management strategies and how those strategies impact the degree of bullying among students over time.…”

Section: Discussionmentioning

confidence: 99%

“…In order for teachers to manage peer social dynamics effectively and reduce bullying in their classrooms, they need to be attuned to their students’ victimization involvement. Teachers’ attunement to the social lives of their students is a critical component of their management of peer dynamics specifically (Braun et al., 2019; Farmer et al., 2011, 2019) and has been shown in recent studies to contribute to positive peer experiences (e.g., students treat each other with respect; Kilday et al., 2022). Given the importance of attunement, this study sought to add to the literature by investigating whether key student, classroom, and teacher variables related to the likelihood that teachers would be attuned to the bullies or victims within their classrooms.…”

Section: Discussionmentioning

confidence: 99%

“…and has been shown in recent studies to contribute to positive peer experiences (e.g., students treat each other with respect; Kilday et al, 2022). Given the importance of attunement, this study sought to add to the literature by investigating whether key student, classroom, and teacher variables related to the likelihood that teachers would be attuned to the bullies or victims within their classrooms.…”

Section: Acknowledgmentsmentioning

confidence: 99%

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Student, classroom, and teacher factors associated with teachers’ attunement to bullies and victims

et al. 2023

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Teachers are instrumental in antibullying efforts given their position of authority in the classroom context, yet teachers can only be effective at reducing victimization and bullying in their classrooms if they are aware of who is involved. Consequently, teachers’ attunement to bullies and victims is a critical component of social dynamics management and antibullying practices. Given the importance of teacher attunement, there is a pressing need to identify relevant factors related to the degree to which teachers are attuned to bullies and victims. The major objective of the current investigation was to examine student‐ (gender, popularity status), classroom‐ (average bullying, norm salience of bullying, popularity hierarchy, class size), and teacher‐level (gender, teaching experience) factors associated with teachers’ attunement to bullies and victims. Using a sample of students in 5th‐grade classrooms, we analyzed the likelihood of teachers being attuned to 267 bullies (76.8% boys) nested in 112 classrooms and 343 victims (55.1% boys) nested in 120 classrooms using multilevel mixed‐effects generalized linear models. Results indicated that teachers were more likely to be attuned to boy bullies and victims but less likely to be attuned to bullies and victims with higher popularity status. No classroom or teacher level factors related significantly to the likelihood of teachers’ attunement. Implications for social dynamics management and bullying intervention efforts are discussed.

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Section: Discussionmentioning

confidence: 99%