The influence of teachers’ preferences on children’s social status in schools

Hui Jing LU, Kitty Yau Fong FUNG, Jo Ann FARVER, Bin-Bin CHEN, Lei CHANG

Research output: Contribution to journalArticle

Abstract

This study reconceptualizes and operationalizes peer status in elementary school classrooms by considering both teachers’ and peers’ preferences. Within this framework, a sample of 1411 students (Grades 1-6) in Hong Kong were classified into four types based on combinations of their peers’ and teachers’ preference scores: (1) popular stars—those liked by both peers and teachers; (2) teachers’ pets—those liked by teachers but not by peers; (3) students’ heroes—those liked by peers but not by teachers; and (4) rejected—those disliked by both peers and teachers. Results of MANOVA tests revealed significant differences among the four status groups in their leadership, aggression, social withdrawal, and academic performance. Path analyses showed both similarities and differences among the four status groups in terms of students’ attributes and how they predicted teachers’ and peers’ preferences. Copyright © 2015 Canadian Center of Science and Education.
Original languageEnglish
Pages (from-to)57-73
JournalJournal of Educational and Developmental Psychology
Volume5
Issue number1
DOIs
Publication statusPublished - Apr 2015

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social status
teacher
school
status group
student
withdrawal
aggression
elementary school
Hong Kong
school grade
leadership
classroom
performance

Citation

Lu, H. J., Fung, K. Y., Farver, J. A., Chen, B. B., & Chang, L. (2015). The influence of teachers’ preferences on children’s social status in schools. Journal of Educational and Developmental Psychology, 5(1), 57-73.

Keywords

  • Peer popularity
  • Teacher liking
  • Classroom environment
  • Prosocial behavior
  • Aggression