%0 Journal Article
%T The combined effects of teacher-child and peer relationships on children's social-emotional adjustment
%J Journal of school psychology
%D 2016
%A Wang, Cen
%A Hatzigianni, Maria
%A Shahaeian, Ameneh
%A Murray, Elizabeth
%A Harrison, Linda J.
%V 59
%N 
%P 1-11
%X 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 6-7 year-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.<br><br>Copyright © 2016 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.<p /> <p>Language: en</p>
%G en
%I Elsevier Publishing
%@ 0022-4405
%U http://dx.doi.org/10.1016/j.jsp.2016.09.003