Jan N. Hughes|Oi?Man Kwok
Classroom engagement mediates the effect of teacher–student support on elementary students' peer acceptance: A prospective analysis
Mitchell Institute|Texas A&M University|Mitchell Institute|Texas A&M University
participants 360 522 male ethnically diverse academically atrisk firstgrade children attending one three school districts southeast central texas using latent variable structural equation modeling tested theoretical model positing quality teacherstudent relationship first grade predicts childrens peer acceptance following year controlling childrens previous externalizing problems peer acceptance also expected childrens classroom engagement would mediate effect teacherstudent relationship quality peer acceptance hypothesized model provided good fit data engagement fully mediated effect teacher support subsequent peer acceptance neither ethnicity gender moderated mediation findings