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Gepubliceerd in: Kind en adolescent 3/2017

13-07-2017

De onderlinge samenhang tussen leerkracht-leerlingrelaties, peerstatus, en gedragsmatige betrokkenheid

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

Gepubliceerd in: Kind en adolescent | Uitgave 3/2017

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Samenvatting

Deze studie onderzocht hoe leerkracht-leerlingrelaties, peerstatus en gedragsmatige betrokkenheid onderling samenhangen in het secundair onderwijs. Hierbij werd onderscheid gemaakt tussen een positieve en een negatieve dimensie in de leerkracht-leerlingrelatie en tussen twee aspecten van peerstatus, namelijk acceptatie en populariteit.
De onderzoeksgroep bestond uit 1116 Vlaamse adolescenten uit het eerste, tweede en derde leerjaar van het secundair onderwijs. Tijdens jaarlijkse metingen werden peernominaties van leerkracht-leerlingrelaties en peerstatus, en zelfrapportages van gedragsmatige betrokkenheid afgenomen.
Uit cross-lagged analyses bleek dat positieve leerkracht-leerlingrelaties meer betrokkenheid en negatieve leerkracht-leerlingrelaties minder betrokkenheid voorspelden in de loop van de tijd. Daarnaast hingen zowel acceptatie als populariteit in de peergroep negatief samen met latere gedragsmatige betrokkenheid. Gedragsmatige betrokkenheid was niet voorspellend voor leerkracht-leerlingrelaties of peerstatus. Resultaten toonden aan dat relaties met leerkrachten en leeftijdsgenoten onafhankelijk van elkaar een belangrijke rol spelen in de ontwikkeling van gedragsmatige betrokkenheid van adolescenten.
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Metagegevens
Titel
De onderlinge samenhang tussen leerkracht-leerlingrelaties, peerstatus, en gedragsmatige betrokkenheid
Auteurs
Maaike C. Engels, MSc
Prof. Hilde Colpin
Prof. Karla Van Leeuwen
Prof. Patricia Bijttebier
Prof. Wim Van Den Noortgate
Prof. Stephan Claes
Prof. Luc Goossens
Prof. Karine Verschueren
Publicatiedatum
13-07-2017
Uitgeverij
Bohn Stafleu van Loghum
Gepubliceerd in
Kind en adolescent / Uitgave 3/2017
Print ISSN: 0167-2436
Elektronisch ISSN: 1876-5998
DOI
https://doi.org/10.1007/s12453-017-0149-4

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