Social dynamics in the classroom: Teacher support and conflict and the peer ecology
Publication date
2016-01-01
Authors
Hendrickx, Marloes M.H.G.
Mainhard, Tim
Boor-Klip, Henrike J.
Cillessen, Antonius H M
Brekelmans, Mieke
Editors
Advisors
Supervisors
Document Type
Article
Metadata
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License
taverne
Abstract
By showing support and conflict, teachers may function as a model for students regarding how to interact and how to evaluate each other, thereby shaping the classroom peer ecology. Associations of general and student-specific levels and differential provision of teacher support and conflict with the classroom peer ecology were investigated. Multivariate multiple regression analyses were performed with a sample of 58 Dutch fifth-grade classrooms (1454 students). In particular student perceptions of teacher support and conflict, rather than teacher perceptions or observations, explained peer liking and disliking, the degree of social hierarchy, and how prosocial versus aggressive the peer ecology was.
Keywords
Differential teacher behavior, Peer ecology, Teacher conflict, Teacher support, Taverne, Education
Citation
Hendrickx, M M H G, Mainhard, M T, Boor-Klip, H J, Cillessen, A H M & Brekelmans, M 2016, 'Social dynamics in the classroom : Teacher support and conflict and the peer ecology', Teaching and Teacher Education, vol. 53, pp. 30-40. https://doi.org/10.1016/j.tate.2015.10.004