Citation

Sette S, Gasser L, Grütter J. J. Youth Adolesc. 2019; ePub(ePub): ePub.

Affiliation

Jacobs Center of Productive Youth Development, University of Zurich, Zurich, Switzerland.

Copyright

(Copyright © 2019, Holtzbrinck Springer Nature Publishing Group)

DOI

10.1007/s10964-019-01048-5

PMID

31161273

Abstract

Students who are more liked by their teachers tend to be included by their peers and to perform successfully at school. Yet, very little is known whether peer inclusion can mediate the effect of teachers' liking of students on students' academic achievement. Teachers from Grades 5 and 6 reported their liking of each student and academic achievement (N = 1209; 49% females), whereas peers rated the inclusion of classmates.

RESULTS from a multilevel growth curve model revealed that, only at the individual level, higher values of peer inclusion mediated the association between teachers' liking of students and academic achievement over time. This study provides new insights into the complex associations between teachers' liking of students and academic achievement during early adolescence.

Language: en

Keywords

Academic achievement; Early adolescence; Peer inclusion; Teachers’ liking of students