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12-01-2016 | Empirical Research

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

Auteurs: Maaike C. Engels, Hilde Colpin, Karla Van Leeuwen, Patricia Bijttebier, Wim Van Den Noortgate, Stephan Claes, Luc Goossens, Karine Verschueren

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 6/2016

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Abstract

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.
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Metagegevens
Titel
Behavioral Engagement, Peer Status, and Teacher–Student Relationships in Adolescence: A Longitudinal Study on Reciprocal Influences
Auteurs
Maaike C. Engels
Hilde Colpin
Karla Van Leeuwen
Patricia Bijttebier
Wim Van Den Noortgate
Stephan Claes
Luc Goossens
Karine Verschueren
Publicatiedatum
12-01-2016
Uitgeverij
Springer US
Gepubliceerd in
Journal of Youth and Adolescence / Uitgave 6/2016
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI
https://doi.org/10.1007/s10964-016-0414-5

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