title: The combined effects of teacher-child and peer relationships on children's social-emotional adjustment.
abstract: Teachers and peers represent two important dimensions of the classroom social ecology that have important implications for children's social-emotional adjustment. This study examined the combined effects of teacher-child relationships (TCR) and peer relationships for 6-7year-old children on their social-emotional adjustment at 8-9years. The sample was comprised of children and their teachers participating in the Longitudinal Study of Australian Children (n=2857). Teachers reported on TCR, peer relationships, and children's emotional well-being, and children provided self-reported self-concept and school liking during a face-to-face interview. The analytic approach extends previous research by modeling TCR and peer relationships in combination, using cluster analysis to understand the nature of 6-7year-old children's social relationships in the classroom. Five distinct profiles of children were identified: adaptive, teacher-oriented, teacher-child conflict prominent, non-adaptive, and invisible. The adaptive profile had the best outcomes on all three aspects of social-emotional adjustment at age 8-9; the non-adaptive profile had the poorest outcomes, and the invisible group was mid-range. The teacher-oriented and teacher-child conflict prominent groups had mixed outcomes for social-emotional adjustment. Implications for school psychologists and teachers are discussed.
authors.affiliation: Research Institute for Professional Practice, Learning and Education, Charles Sturt University, Bathurst, NSW 2795, Australia. Electronic address: cenwang23@gmail.com.
authors.forename: Cen
authors.initials: C
authors.lastname: Wang
authors.affiliation: School of Teacher Education, Charles Sturt University, Dubbo, NSW 2830, Australia. Electronic address: maria.hatzigianni@mq.edu.au.
authors.forename: Maria
authors.initials: M
authors.lastname: Hatzigianni
authors.affiliation: School of Teacher Education, Charles Sturt University, Bathurst, NSW 2795, Australia; Learning Sciences Institute Australia, Australian Catholic University, Brisbane, QLD, 4104, Australia. Electronic address: ameneh.shahaeian@gmail.com.
authors.forename: Ameneh
authors.initials: A
authors.lastname: Shahaeian
authors.affiliation: School of Teacher Education, Charles Sturt University, Dubbo, NSW 2830, Australia. Electronic address: emurray@csu.edu.au.
authors.forename: Elizabeth
authors.initials: E
authors.lastname: Murray
authors.affiliation: School of Teacher Education, Charles Sturt University, Bathurst, NSW 2795, Australia. Electronic address: LHarrison@csu.edu.au.
authors.forename: Linda J
authors.initials: LJ
authors.lastname: Harrison
mesh_terms: D002648:Child; D000066498:Emotional Adjustment; D005260:Female; D005500:Follow-Up Studies; D006801:Humans; D007398:Interpersonal Relations; D008297:Male; D010379:Peer Group; D010549:Personal Satisfaction; D000070777:School Teachers / Q000523:psychology*; D012574:Schools; D012649:Self Concept; D012917:Social Adjustment
keywords: Cluster analysis; Emotional well-being; Peer relationship; School liking; Self-concept; Teacher-child relationship