Teachers functioned as social referents for peer status only through their negative behavior toward a student, not through positive behavior¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In the multilevel path analysis, teachers functioned as social referents for peer status only through their negative behavior toward a student; the hypothesized positive-behavior pathway was not supported. → Hendrickx 2017

Evidence¶

Hendrickx 2017¶

Hendrickx, M. M. H. G., Mainhard, M. T., Oudman, V. S., Boor-Klip, H. J., & Brekelmans, J. M. G. (2017). Teacher Behavior and Peer Liking and Disliking: The Teacher as a Social Referent for Peer Status. Journal of Educational Psychology, 109(4), 546-558. https://doi.org/10.1037/edu0000157

q3 · i? · associational · r2

Multilevel path analysis testing the hypothesized mediation model connecting teacher behavior with peer liking and disliking status via peer perceptions of teacher liking/disliking, controlling for peer perceptions of student behavior. The abstract states teachers functioned as social referents "but only through their negative behavior toward a student." No effect size is printed in the supplied text.

"A multilevel path analysis showed that teachers did function as social referents for peer status but only through their negative behavior toward a student."

Discussion¶

Related Claims¶

• Negative teacher behavior toward a student predicts peers' disliking of that student via peers' perceptions of the teacher's disliking, in a longitudinal mediation model — possibly the same claim (merge candidate)