Jan N. Hughes|Myung Hee Im|Sarah E. Wehrly
Effect of peer nominations of teacher–student support at individual and classroom levels on social and academic outcomes
Texas A&M University|Texas A&M University|Texas A&M University
longitudinal study examined prospective relations 713 elementary students individual peer teacher support reputation ptsr measure classroomwide dispersion peer nominations teacher support centralization teacher support students peer relatedness ie peer acceptance peer academic reputation academic motivation ie academic selfefficacy teacherrated behavioral engagement ptsr measured proportion classmates nominated given student descriptor teacherstudent support centralization teacher support assessed using social network analysis identify degree peer nominations teacher support classroom centered students ptsr predicted changes student outcomes academic achievement relevant covariates centralization teacher support predicted changes students peer academic reputation net effect ptsr covariates students academic achievement moderated effects ptsr centralization teacher support outcomes findings highlight importance peers perceptions teacher support structure perceptions childrens social academic outcomes implications practice discussed