The Influence of Teachers’ Preferences on Children’s Social Status in Schools

Hui Jing Lu, Kitty Y. Fung, Jo Ann Farver, Bin Bin Chen and Lei Chang

Journal of Educational and Developmental Psychology, 2015, vol. 5, issue 1, 57

Abstract: This study reconceptualizes and operationalizes peer status in elementary school classrooms by considering both teachers’ and peers’ preferences. Within this framework, a sample of 1411 students (Grades 1-6) in Hong Kong were classified into four types based on combinations of their peers’ and teachers’ preference scores- (1) popular stars—those liked by both peers and teachers; (2) teachers’ pets—those liked by teachers but not by peers; (3) students’ heroes—those liked by peers but not by teachers; and (4) rejected—those disliked by both peers and teachers. Results of MANOVA tests revealed significant differences among the four status groups in their leadership, aggression, social withdrawal, and academic performance. Path analyses showed both similarities and differences among the four status groups in terms of students’ attributes and how they predicted teachers’ and peers’ preferences.

Date: 2015
References: View complete reference list from CitEc
Citations: View citations in EconPapers (1)

Downloads: (external link)
http://www.ccsenet.org/journal/index.php/jedp/article/download/47369/25562 (application/pdf)
http://www.ccsenet.org/journal/index.php/jedp/article/view/47369 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:ibn:jedpjl:v:5:y:2015:i:1:p:57

Access Statistics for this article

More articles in Journal of Educational and Developmental Psychology from Canadian Center of Science and Education Contact information at EDIRC.
Bibliographic data for series maintained by Canadian Center of Science and Education ().