The effect of teacher-pupil contacts involving praise on the sociometric choices of students.

Flanders, Ned A.; Havumaki, Sulo

doi:10.1037/h0040534

Cited by 37 publications

(9 citation statements)

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“…Classroom-based experimental studies in which teacher reinforcement patterns to low-accepted children primary grade children influenced classmates’ liking for them provide additional evidence (Retish, 1973; Flanders & Havumaki, 1960). Prospective observational studies document that teacher student support predicts cross-year improvements in the peer status of rejected children (Taylor, 1989; Taylor & Trickett, 1989).…”

Section: Tsrq → Peer Relatednessmentioning

confidence: 99%

Reciprocal effects of student–teacher and student–peer relatedness: Effects on academic self efficacy

Hughes

Chen

2011

Journal of Applied Developmental Psychology

210

113

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This study investigated the reciprocal effects between teacher student relationship quality (TSRQ) and two dimensions of classroom peer relatedness, peer liking and peer academic reputation (PAR), across three years in elementary school and the effect of both TSRQ and the peer relatedness dimensions on academic self efficacy. Participants were 695 relatively low achieving, ethnically diverse students recruited into the longitudinal study when they were in first grade. Measures of TSRQ and peer relatedness were assessed in years/grades 2-4. Peer liking and PAR were moderately correlated with each other at each time period. As expected, peer liking and TSRQ exhibited bidirectional effects across the three years. Year 3 TSRQ had an effect on Year 4 PAR, but PAR did not have an effect on TSRQ at either time interval. In an additional analysis, Year 4 PAR mediated the effect of Year 3 TSRQ on Year 5 academic self efficacy. Implications for teacher professional development are discussed.Children who begin school with low academic readiness skills are at risk for continued academic difficulties including poor grades, grade retention, and leaving school prior to graduation (Alexander, Entwisle, & Horsey, 1997;Reynolds & Bezruczko, 1993). Low academic performance is predictive of later behavioral and social problems during school and negative economic and mental health outcomes in adulthood (Barrington & Hendricks, 1989;Orfield, Losen, Wald, & Swanson, 2004;Roeser, Eccles, & Freedman-Doan, 1999). An extensive body of literature documents that achievement disparities between Black or Latino students and White students and between socioeconomic groups are present in the early grades and persist throughout schooling (Brooks-Gunn & Markman, 2005;Harris & Herrington, 2006; Leventhall & Brooks-Gunn, 2000). Given these educational disparities and the importance of early achievement to long-term adjustment, researchers have sought to identify factors that impact children's early achievement trajectories (for review see The Future of Children, 2005). This research has identified social relationships within classrooms as important aspects of the early classroom context that have implications for children's academic as well as social and behavioral adjustment (for reviews see Bierman, 2004;Ladd, 1999;Furrer & Skinner, 2003; Hamre & Pianta, 2006). Classrooms are, by definition, social contexts. Students' interactions with teachers and classmates impact their social and emotional adjustment as well as their academic motivation and learning (Connell & Wellborn, 1991;Hughes & Kwok, 2007;Wentzel, 1999). Affectively positive and supportive relationships with teachers and classmates promote a sense of school belonging and a positive student identity (Furrer & Skinner, 2003; Correspondence concerning this article should be addressed to Jan Hughes, 4225 TAMU, College Station, TX. 77840-4225, jhughes@tamu.edu.. NIH Public Access NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript Connell & Wellborn, 1991), w...

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Section: Tsrq → Peer Relatednessmentioning

confidence: 99%

Reciprocal effects of student–teacher and student–peer relatedness: Effects on academic self efficacy

Hughes

Chen

2011

Journal of Applied Developmental Psychology

210

113

View full text Add to dashboard Cite

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“…In the area of classroom discourse, various studies have made an invaluable contribution to understanding the relationship between teaching, learning, language and the discourse structures of teacher-led classroom interaction (for instance Flanders and Havumaki, 1960;Sinclair and Coulthard, 1975). Nevertheless, a more dynamic approach offered by Conversation Analysis can help us understand more fully the interactional structure of the L2 classroom, i.e.…”

Section: Classroom Studies and Conversation Analysismentioning

confidence: 99%

Doing Language Policy: A Micro-Interactional Study of Policy Practices in English as a Foreign Language Classes

Amir¹

2013

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This study investigates foreign language classroom talk and micro-level language policy-in-process from an ethnomethodological conversation analytic perspective. The study is based on 20 hours of video recordings from 20 lessons in an English as a Foreign Language classroom (EFL) in grades 8 and 9 of an international compulsory school in Sweden between the years 2007 and 2010. The main purpose of the study is to shed light on some of the distinguishing features of how a target-languageonly policy is materialised in situ in a foreign language classroom. The study demonstrates the relative ease with which teachers and pupils uphold a strict language policy in the classroom, but also the considerable interactional work that is done, by both teachers and pupils, in cases where upholding the policy becomes problematic. An interactional phenomenon which arises in such cases is language policing, where the teacher or pupils restore the policy-prescribed linguistic order. Such sequences are analysed in detail. The study increases our understanding of how language policy is lived out in practice, through interaction in the classroom.

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“…White and Jones (2000) illustrate the importance of considering nonevaluative teacher attention in combination with children's reputational status, especially in the case of children with positive reputation. Flanders and Havumaki (1960) conducted an interesting analogue study of the effects of praise on peer perceptions of liking. In discussion groups formed for the purpose of the study, half the previously unacquainted adolescent participants were praised by the adult group leader for their contributions.…”

Section: Social and Cultural Ecology Of The Schoolmentioning

confidence: 99%

Effects of School on the Well-Being of Children and Adolescents

Bacete

Perrin

Schneider

et al. 2014

Handbook of Child Well-Being

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The effect of teacher-pupil contacts involving praise on the sociometric choices of students.

Cited by 37 publications

References 0 publications

Reciprocal effects of student–teacher and student–peer relatedness: Effects on academic self efficacy

Reciprocal effects of student–teacher and student–peer relatedness: Effects on academic self efficacy

Doing Language Policy: A Micro-Interactional Study of Policy Practices in English as a Foreign Language Classes

Effects of School on the Well-Being of Children and Adolescents

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