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The Role of School-Based Relationships for School Well-Being: How Different Are High- and Average-Ability Students?
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Weyns, Tessa; Colpin, Hilde; Verschueren, Karine – British Journal of Educational Psychology, 2021
Background: Relationships with peers and teachers are keys for children's psychosocial development. However, it is unclear whether this also applies for high-ability children. This study adds to the literature by longitudinally examining the role of interpersonal relationships in the educational context for high- and average-ability students.…
Descriptors: Well Being, Peer Acceptance, Teacher Student Relationship, Conflict
The Role of Children's On-Task Behavior in the Prevention of Aggressive Behavior Development and Peer Rejection: A Randomized Controlled Study of the Good Behavior Game in Belgian Elementary Classrooms
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Leflot, Geertje; van Lier, Pol A. C.; Onghena, Patrick; Colpin, Hilde – Journal of School Psychology, 2013
The role of children's on-task behavior in the prevention of aggressive behavior was assessed among 570 Dutch speaking children followed from second- to third-grade elementary school in Flanders, Belgium. A first objective was to investigate whether individual level variation of on-task behavior moderated the impact of a universal preventive…
Descriptors: Grade 2, Grade 3, Prevention, Program Effectiveness
Developmental Trajectories of Children's Behavioral Engagement in Late Elementary School: Both Teachers and Peers Matter
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De Laet, Steven; Colpin, Hilde; Vervoort, Eleonora; Doumen, Sarah; Van Leeuwen, Karla; Goossens, Luc; Verschueren, Karine – Developmental Psychology, 2015
The present longitudinal study examined how relationships with teachers and peers jointly shape the development of children's behavioral engagement in late elementary school. A sample of 586 children (46% boys; M[subscript age] = 9.26 years at Wave 1) was followed throughout Grades 4, 5, and 6. A multidimensional approach was adopted,…
Descriptors: Child Behavior, Child Development, Elementary School Students, Grade 4
Transactional Associations among Teacher Support, Peer Social Preference, and Child Externalizing Behavior: A Four-Wave Longitudinal Study
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Leflot, Geertje; van Lier, Pol A. C.; Verschueren, Karine; Onghena, Patrick; Colpin, Hilde – Journal of Clinical Child and Adolescent Psychology, 2011
The links between children's externalizing behaviors and two characteristics of children's social interactions within the classroom, namely, peer social preference and received support from the teacher, were studied in 570 children followed from their 2nd- to 3rd-grade years of elementary school. Data consisted of peer and teacher reports of…
Descriptors: Peer Relationship, Correlation, Teacher Student Relationship, Behavior Problems
The Illusion of Scholastic Incompetence and Peer Acceptance in Primary School
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Larouche, Marie-Noelle; Galand, Benoit; Bouffard, Therese – European Journal of Psychology of Education, 2008
This paper reports results from two studies aimed at examining whether perception of social acceptance and actual social acceptance differ according to the presence of an illusion of scholastic incompetence. Results of both studies conducted in Belgium and in Quebec (respectively 179 and 543 participants) show that children's illusion of…
Descriptors: Foreign Countries, Peer Acceptance, Academic Ability, Student Attitudes