Social dynamics in the classroom: Teacher support and conflict and the peer ecology

By Marloes Hendrickx, M. Mainhard, Henrike J. Boor-Klip, Antonius H. N. Cillessen, Mieke Brekelmans. 2016

160 citations recorded by the source corpus.

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.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/3f292cb23a6b8c9ab4a3f2f5b3793a7b5619a47f

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In Education

1. T. Farmer
2. Jill V. Hamm

Citations in the corpus

• Promoting Inclusive Communities in Diverse Classrooms: Teacher Attunement and Social Dynamics Management (2019, background): “Strategies that call out a student for an undesired behavior may result in a negative or defiant reputation and the student may become disengaged or foster a classroom culture of disengagement (Adler & Adler, 1998; Farmer, Lines, et al., 2011; Hendrickx et al., 2016).”