The Mediating and moderating effects of teacher preference on the relations between students' social behaviors and peer acceptance

Merrill-Palmer Quarterly

Volumn 53, Issue 4, 2007, Pages 603-630

  Chang, Lei ^a,b   Liu, Hongyun ^b,c   Fung, Kitty Y ^a,b   Wang, Yan ^b,d   Wen, Zhonglin ^b,e   Li, Hongli ^a,b   Farver, JoAnn M ^b,f  

^a CHINESE UNIVERSITY OF HONG KONG   (Hong Kong)

^b Department of Educational Psychology ^*

^c BEIJING NORMAL UNIVERSITY   (China)

^d FUDAN UNIVERSITY   (China)

^e SOUTH CHINA NORMAL UNIVERSITY   (China)

^f UNIVERSITY OF SOUTHERN CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 44649162093     PISSN: 0272930X     EISSN: None     Source Type: Journal    
DOI: 10.1353/mpq.2008.0006     Document Type: Article

References (58)

1. Babad, E. (1995). The "teacher's pet" phenomenon, students' perceptions of teachers' differential behavior, and students' morale. Journal of Educational Psychology, 87, 361-374.
2. Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173-1182.
3. Beaman, R., & Wheldall, K. (2000). Teachers' use of approval and disapproval in the classroom. Educational Psychology, 20, 431-446.
4. Bender, W. N., & Smith, J. K. (1990). Classroom behavior of children and adolescents with learning disabilities: A meta-analysis. Journal of Learning Disabilities, 23, 298-305.
5. Birch, S. H., & Ladd, G. W. (1997). The teacher-child relationship and children's early school adjustment. Journal of School Psychology, 35, 61-79.
6. Birch, S. H., & Ladd, G. W. (1998). Children's interpersonal behaviors and the teacher-child relationship. Developmental Psychology, 34, 934-946.
7. Chang, L. (2003). Variable effects of children's aggression, social withdrawal, and prosocial leadership as functions of teacher beliefs and behaviors. Child Development, 74, 535-548.
8. Chang, L. (2004). The role of classrooms in contextualizing the relations of children's social behaviors to peer acceptance. Developmental Psychology, 40, 691-702.
9. Chang, L., Schwartz, D., Dodge, K., & McBride-Chang, C. (2003). Harsh parenting in relation to child emotion regulation and aggression. Journal of Family Psychology, 17, 598-606.
10. Chang, L., McBride-Chang, C., Stewart, S. M., & Au, E. (2003). Life satisfaction, self-concept, and family relations in Chinese adolescents and children. International Journal of Behavioral Development, 27, 182-190.
11. Chang, L., Liu, H., Wen, Z., Fung, K. Y., Wang, Y., & Xu, Y. (2004). Mediating teacher liking and moderating authoritative teachering on Chinese students' perceptions of antisocial and prosocial behaviors. Journal of Educational Psychology, 96, 369-380.
12. Chen, X., Chang, L., & He, Y. (2003). The peer group as a social context: Mediating and moderating effects on relations between academic achievement and social functioning in Chinese children. Child Development, 74, 710-727.
13. Chen, X., Chang, L., He, Y., & Liu, H. (2005). The peer group as a context: Moderating effects on relations between maternal parenting and social and school adjustment in Chinese children. Child Development, 76, 417-429.
14. Craig, W. M., Henderson, K., & Murphy, J. G. (2000). Prospective teachers' attitudes toward bullying and victimization. School Psychology International, 21, 5-21.
15. Eisenberg, N., & Mussen, P. H. (1989). The roots of prosocial behavior in children. Cambridge and New York: Cambridge University Press.
16. Esposito, C. (1999). Learning in urban blight: School climate and its effect on the school performance of urban, minority, low-income children. School Psychology Review, 28, 365-377.
17. Farmer, T. W., Estell, D. B., Bishop, J. L., O'Neal, K. K., & Cairns, B. D. (2003). Rejected bullies or popular Leaders? The social relations of aggressive subtypes of rural African American early adolescents. Developmental Psychology, 39, 992-1004.
18. Finn, J. D., Pannozzo, G. M., & Voelkl, K. E. (1995). Disruptive and inattentive-withdrawn behavior and achievement among fourth graders. The Elementary School Journal, 95, 421-434.
19. Goldstein, N. E., Arnold, D. H., Rosenberg, J. L., Stowe, R. M., & Ortiz, C. (2001). Contagion of aggression in day care classrooms as a function of peer and teacher responses. Journal of Educational Psychology, 93, 708-719.
20. Gorman, A. H., Kim, J., & Schimmelbusch, A. (2002). The attributes adolescents associate with peer popularity and teacher preference. Journal of School Psychology, 40, 143-165.
21. Grolnic, W. S., Deci, E. L., & Ryan, R. M. (1997). Internalization within the family: The self-determination theory perspective. In J. E. Grusec & L. Kuczynski (Eds.), Parenting and children's internalization of values: A handbook of contemporary theory. (pp. 135-161). New York: Wiley.
22. Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72, 625-638.
23. Hartup, W. H. (1989). Social relationships and their developmental significance. American Psychologist, 44, 120-126.
24. Hawley, P. H. (2003). Prosocial and coercive confirgurations of resource control in early adolescence: A case for the well-adapted Machiavellian. Merrill-Palmer Quarterly, 49, 279-309.
25. Housing Authority and Housing Department (2005). Public rental housing: Income and asset limits. Hong Kong: Government Printing Office.
26. Howes, C., Hamilton, C. E., & Matheson, C. C. (1994). Children's relationships with peers: Differential associations with aspects of the teacher-child relationship. Child Development, 65, 253-263.
27. Hughes, J. N., Cavell, T. A., & Jackson, T. (1999). Influence of the teacher-student relationship on childhood conduct problems: A prospective study. Journal of Clinical Child Psychology, 28, 173-184.
28. Hughes, J. N., Cavell, T. A., & Willson, V. (2001). Further support for the developmental significance of the quality of the teacher-student relationship. Journal of School Psychology, 39, 289-301.
29. Hymel, S. (1986). Interpretation of peer behavior: Affective bias in childhood and adolescence. Child Development, 57, 431-445.
30. Jöreskog, K. G. (1971). Statistical analysis of sets of congeneric tests. Psychometrika, 36, 109-133.
31. Jöreskog, K. G., & Sörbom, D. (1989). LISREL8: User's reference guide. Chicago: Scientific Software International.
32. Kedar-Voivodas, G. (1983). Impact of elementary children's school roles and sex roles on teacher attitudes: An interactional analysis. Review of Educational Research, 53, 415-437.
33. Kohlberg, L. (1981). The philosophy of moral development: Moral stages and the idea of justice. San Francisco: Harper and Row.
34. Kuklinski, M. R., & Weinstein, R. S. (2001). Classroom and developmental differences in a path model of teacher expectancy effects. Child Development, 72, 1554-1578.
35. La Greca, A. M. (1981). Peer acceptance: The correspondence between children's sociometric scores and teachers' ratings of peer interactions. Journal of Abnormal Child Psychology, 9, 167-178.
36. Ladd, G. W., Birch, S. H., & Buhs, E. S. (1999). Children's social and scholastic lives in kindergarten: Related spheres of influence? Child Development, 70, 1373-1400.
37. Ladd, G. W., & Burgess, K. B. (1999). Charting the relationship trajectories of aggressive, withdrawn, and aggressive/withdrawn children during grade school. Child Development, 70, 910-929.
38. Lance, C. E. (1988). Residual centering, exploratory and confirmatory moderator analysis, and decomposition of effects in path models containing interactions. Applied Psychological Measurement, 12, 163-175.
39. Lynch, M., & Cicchetti, D. (1997). Children's relationships with adults and peers: An examination of elementary and junior high school students. Journal of School Psychology, 35, 81-99.
40. Maccoby, E. E. (2000). The two sexes: Growing up apart, coming together. Cambridge: Harvard University Press.
41. MacKinnon, D. P., Lockwood, C. M., Hoffman, J. M., West, S. G., & Sheets, V. (2002). A comparison of methods to test mediation and other intervening variable effects. Psychological Methods, 7, 83-104.
42. Peterson, H. A. (1968). Teacher and peer acceptance of four student behavioral types. California Journal of Educational Research, 19, 16-27.
43. Phillipsen, L. C., Bridges, S. K., McLemore, T. G., & Saponaro, L. A. (1999). Perceptions of social behavior and peer acceptance in kindergarten. Journal of Research in Childhood Education, 14, 68-77.
44. Piaget, J. (1965). The moral judgment of the child. New York: Free Press.
45. Rodkin, P. C., Farmer, T. W., Pearl, R., & Van-Acker, R. (2000). Heterogeneity of popular boys: Antisocial and prosocial configurations. Developmental Psychology, 36, 14-24.
46. Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom: Teacher expectations of pupils' intellectual development. New York: Holt, Rinehart and Winston.
47. Rubin, K. H., Coplan, R. J., Nelson, L. J., Cheah, C. S. L., & Lagace-Seguin, D. G. (1999). Peer relationships in childhood. In M. H. Bornstein & M. E. Lamb (Eds.), Developmental psychology: An advanced textbook (4th ed., pp. 451-501). Mahwah, NJ: Erlbaum.
48. Schwartz, D., Chang, L., & Farver, J. (2001). Correlates of victimization in Chinese children's peer groups. Developmental Psychology, 37, 520-532.
49. Schwartz, D., McFadyen-Ketchum, S. A., Dodge, K. A., Pettit, G. S., & Bates, J. E. (1998). Peer group victimization as a predictor of children's behavior problems at home and in school. Development and Psychopathology, 10, 87-99.
50. Sobel, M. E. (1988). Direct and indirect effects in linear structural equation models. In J. S. Long (Ed.), Common problems/proper solutions: Avoiding error in quantitative research (pp. 46-64). Beverly Hills, CA: Sage.
51. Taylor, A. R. (1989). Predictors of peer rejection in early elementary grades: Roles of problem behavior, academic achievement, and teacher preference. Journal of Clinical Child Psychology, 18, 360-365.
52. Taylor, A. R., & Trickett, P. K. (1989). Teacher preference and children's sociometric status in the classroom. Merrill Palmer Quarterly, 35, 343-361.
53. Tulley, M., & Chiu, L. H. (1998). Children's perceptions of the effectiveness of classroom discipline techniques. Journal of Instructional Psychology, 25, 189-197.
54. Valsiner, J. (1988). Social co-construction and environmental guidance in development. Westport, CT: Ablex.
55. Wentzel, K. R. (1993). Does being good make the grade? Social behavior and academic competence in middle school. Journal of Educational Psychology, 85, 357-364.
56. Wentzel, K. R., & Asher, S. R. (1995). The academic lives of neglected, rejected, popular, and controversial children. Child Development, 66, 754-763.
57. White, K. J., & Jones, K. (2000). Effects of teacher feedback on the reputations and peer perceptions of children with behavior problems. Journal of Experimental Child Psychology, 76, 302-326.
58. White, K. J., & Kistner, J. (1992). The influence of teacher feedback on young children's peer preferences and perceptions. Developmental Psychology, 28, 933-940.