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Since 2006 (last 20 years)2
Descriptor
Grade 12
Peer Acceptance2
Predictor Variables2
Student Participation2
Teacher Student Relationship2
Class Activities1
High Risk Students1
Low Achievement1
Peer Evaluation1
Structural Equation Models1
Source
Journal of School Psychology2
Author
Hughes, Jan N.2
Hill, Crystal R.1
Kwok, Oi-man1
Zhang, Duan1
Publication Type
Journal Articles2
Reports - Descriptive2
Education Level
Grade 12
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Location
Texas2
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Peer Assessments of Normative and Individual Teacher-Student Support Predict Social Acceptance and Engagement among Low-Achieving Children
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Hughes, Jan N.; Zhang, Duan; Hill, Crystal R. – Journal of School Psychology, 2006
This study used hierarchical linear modeling to predict first grade students' peer acceptance, classroom engagement, and sense of school belonging from measures of normative classroom teacher-student support and individual teacher-student support. Participants were 509 (54.4% male) ethnically diverse, first grade children attending one of three…
Descriptors: Grade 1, Peer Acceptance, Teacher Student Relationship, Predictor Variables
Classroom Engagement Mediates the Effect of Teacher-Student Support on Elementary Students' Peer Acceptance: A Prospective Analysis
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Hughes, Jan N.; Kwok, Oi-man – Journal of School Psychology, 2006
Participants were 360 (52.2% male) ethnically diverse and academically at-risk first-grade children attending one of three school districts in southeast and central Texas. Using latent variable structural equation modeling, we tested a theoretical model positing that the quality of the teacher-student relationship in first grade predicts…
Descriptors: Grade 1, Peer Acceptance, Teacher Student Relationship, Student Participation