Behavioral Engagement, Peer Status, and Teacher-Student Relationships in Adolescence: A Longitudinal Study on Reciprocal Influences

被引：105

作者：

Engels, Maaike C. ^{[1
]}

Colpin, Hilde ^{[1
]}

Van Leeuwen, Karla ^{[2
]}

Bijttebier, Patricia ^{[1
]}

Van Den Noortgate, Wim ^{[3
]}

Claes, Stephan ^{[4
]}

Goossens, Luc ^{[1
]}

Verschueren, Karine ^{[1
]}

机构：

[1] KU Leuven Univ Leuven, Fac Psychol & Educ Sci, Sch Psychol & Child & Adolescent Dev, Tiensestr 102,Box 3717, B-3000 Louvain, Belgium

[2] KU Leuven Univ Leuven, Fac Psychol & Educ Sci, Parenting & Special Educ Res Unit, Leopold Vanderkelenstr 32,Box 3765, B-3000 Louvain, Belgium

[3] KU Leuven Univ Leuven, Fac Psychol & Educ Sci, Methodol Educ Sci, Tiensestr 102,Box 3762, B-3000 Louvain, Belgium

[4] KU Leuven Univ Leuven, Dept Neurosci, Res Grp Psychiat, UZ Herestr 49,Box 7003 37, B-3000 Louvain, Belgium

来源：

JOURNAL OF YOUTH AND ADOLESCENCE | 2016年 / 45卷 / 06期

关键词：

Adolescents; Behavioral engagement; Likeability; Peer status; Popularity; Teacher-student relationships; SCHOOL ENGAGEMENT; CHILD RELATIONSHIPS; DEVELOPMENTAL-CHANGES; ACADEMIC ENGAGEMENT; SOCIAL ACCEPTANCE; CLASSROOM; MIDDLE; MOTIVATION; TRAJECTORIES; INSTRUCTION;

D O I：

10.1007/s10964-016-0414-5

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

Although teachers and peers play an important role in shaping students' engagement, no previous study has directly investigated transactional associations of these classroom-based relationships in adolescence. This study investigated the transactional associations between adolescents' behavioral engagement, peer status (likeability and popularity), and (positive and negative) teacher-student relationships during secondary education. A large sample of adolescents was followed from Grade 7 to 11 (N = 1116; 49 % female; M age = 13.79 years). Multivariate autoregressive cross-lagged modeling revealed only unidirectional effects from teacher-student relationships and peer status on students' behavioral engagement. Positive teacher-student relationships were associated with more behavioral engagement over time, whereas negative teacher-student relationships, higher likeability and higher popularity were related to less behavioral engagement over time. We conclude that teachers and peers constitute different sources of influence, and play independent roles in adolescents' behavioral engagement.

引用

页码：1192 / 1207

页数：16

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[1] Behavioral Engagement, Peer Status, and Teacher–Student Relationships in Adolescence: A Longitudinal Study on Reciprocal Influences
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[J]. Journal of Youth and Adolescence, 2016, 45 : 1192 - 1207
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