Jan N. Hughes|Qi Chen
Reciprocal effects of student–teacher and student–peer relatedness: Effects on academic self efficacy
Mitchell Institute|Texas A&M University|University of North Texas
study investigated reciprocal effects teacher student relationship quality tsrq two dimensions classroom peer relatedness peer liking peer academic reputation par across three years elementary school effect tsrq peer relatedness dimensions academic self efficacy participants 695 relatively low achieving ethnically diverse students recruited longitudinal study first grade measures tsrq peer relatedness assessed yearsgrades 24 peer liking par moderately correlated time period expected peer liking tsrq exhibited bidirectional effects across three years year 3 tsrq effect year 4 par par effect tsrq either time interval additional analysis year 4 par mediated effect year 3 tsrq year 5 academic self efficacy implications teacher professional development discussed