Journal of Applied Developmental Psychology
CommentaryThe promise and potential of studying the “invisible hand” of teacher influence on peer relations and student outcomes: A commentary
Section snippets
Teacher influences on peer relations: Studying the invisible hand
The papers in this special section provide a new perspective on this issue, focusing on the impact that teacher attitudes, knowledge, and behavior have on classroom social dynamics and child peer relations, and thereby on student adaptation. This new perspective expands the conceptualization of teacher influence which, as noted by Farmer, Lines, and Hamm (this issue), has been studied primarily in terms of the impact of teacher direct management of child behavior. Indeed, a substantial research
Reducing problem behaviors, aggression, and bullying
Three of the four papers in this special section focused on the impact of teacher behavior on peer influences associated with aggression in the school context. This emphasis is well-justified by the extensive empirical literature that implicates peer influences in the development of child aggression (for reviews, see Coie and Dodge, 1998, Dishion and Tipsord, 2011). Strengthening teachers' abilities to modify these peer influences might increase the control of aggressive behavior and bullying
Promoting adaptive behaviors: Social competence and learning engagement
All four of the papers in this special issue examined teaching processes associated with improved social engagement and/or learning engagement, including prosocial behavior (Luckner & Pianta, this issue), peer acceptance and academic self-efficacy (Hughes & Chen, this issue), feelings of school belonging and support (Hamm et al., this issue), and friendship density and egalitarian social network structures (Gest & Rodkin, this issue). Peer acceptance and school engagement are intertwined
Bi-directional influences
In this set of papers, the skills and preparation of teachers were viewed as central features determining the classroom climates and teacher student interactions that affect peer relations. Each of the papers also discussed the likelihood of bi-directional influences, such that peer dynamics and the characteristics of children assigned to a particular classroom affect teaching practices and teacher–student relationships, as well as the reverse influence. Indeed, Hughes and Chen found evidence
Developmental considerations
The papers in this special section cover the elementary school years and the first year of transition into middle school (grades 1–6; ages 6–12). Developmental research indicates that significant changes take place in the nature of peer relations and peer influence over the course of these years, differentiating the peer dynamics affecting children in early elementary school (grades 1–2), later elementary school (grades 3–5) and at the transition into middle school (grade 6). For example, the
Social-emotional learning interventions and peer relations
Farmer and colleagues (this issue) speculate that teachers affect the peer experiences and social-emotional development of their students in subtle and indirect ways, for example, by “setting the tone” for positive social support and civility in their interactions with students, and using grouping arrangements to foster new social opportunities and reduce peer contagion. In addition, explicit teacher instruction can have indirect effects on the peer ecology, as well as direct effects supporting
Summary
As Gehlbach (2010) notes, teaching and learning are fundamentally social enterprises. Students learn both through the explicit messages and directions given by teachers, and also implicitly, affected by the models and dynamics of the classroom ecology. The articles in this special issue are notable because they expand the examination of these multi-faceted influences, exploring the intertwined influences of teachers and peers. In addition, the papers enrich theoretical frameworks for
References (50)
Peer rejection, negative peer treatment, and school adjustment: Self-concept and classroom engagement as mediating processes
Journal of School Psychology
(2005)- et al.
Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics
Early Childhood Research Quarterly
(2007) - et al.
Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs
Journal of School Psychology
(2006) - et al.
Preadolescent friendship and peer rejection as predictors of adult adjustment
Child Development
(1998) Peer rejection: Developmental processes and intervention strategies
(2004)- et al.
The effects of social skills training and peer involvement on the social adjustment of preadolescents
Child Development
(1984) - et al.
Social skills training to improve peer relations
- et al.
Developmental factors related to the assessment of social skills
- et al.
Friendships, cliques, and crowds
- et al.
Peer relationships and psychopathology: Markers, moderators, mediators, mechanisms, and meanings
Journal of Clinical Child and Adolescent Psychology
(2005)