Abstract
Understanding the social context of classrooms has been a central goal of research focused on the promotion of academic development. Building on the current literature on classroom social settings and guided by a risk and protection framework, this study examines the unique and combined contribution of individual relationships and quality of classroom interactions on behavioral engagement among low-income Latino students in kindergarten to fifth grade (N = 111). Findings indicate that individual relationships with teachers and peers and classroom quality, each independently predicted behavioral engagement. Moreover, high-quality classrooms buffered the negative influence of students' difficulties in individual relationships on behavioral engagement. Findings illuminate the need to consider multiple layers of social classroom relationships and interactions and suggest the potential benefit of targeting classroom quality as a mechanism for improving behavioral engagement in urban elementary schools.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 20-35 |
| Number of pages | 16 |
| Journal | American Journal of Community Psychology |
| Volume | 57 |
| Issue number | 1-2 |
| DOIs | |
| State | Published - 2016 |
Fingerprint
Keywords
- Academic engagement
- Classroom quality
- Peer relationship
- Social network
- Teacher-student relationship
ASJC Scopus subject areas
- Public Health, Environmental and Occupational Health
- Applied Psychology
- Health(social science)
Cite this
Mapping the Social World of Classrooms : A Multi-Level, Multi-Reporter Approach to Social Processes and Behavioral Engagement. / Kim, Ha Yeon; Cappella, Elise.
In: American Journal of Community Psychology, Vol. 57, No. 1-2, 2016, p. 20-35.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Mapping the Social World of Classrooms
T2 - A Multi-Level, Multi-Reporter Approach to Social Processes and Behavioral Engagement
AU - Kim, Ha Yeon
AU - Cappella, Elise
PY - 2016
Y1 - 2016
N2 - Understanding the social context of classrooms has been a central goal of research focused on the promotion of academic development. Building on the current literature on classroom social settings and guided by a risk and protection framework, this study examines the unique and combined contribution of individual relationships and quality of classroom interactions on behavioral engagement among low-income Latino students in kindergarten to fifth grade (N = 111). Findings indicate that individual relationships with teachers and peers and classroom quality, each independently predicted behavioral engagement. Moreover, high-quality classrooms buffered the negative influence of students' difficulties in individual relationships on behavioral engagement. Findings illuminate the need to consider multiple layers of social classroom relationships and interactions and suggest the potential benefit of targeting classroom quality as a mechanism for improving behavioral engagement in urban elementary schools.
AB - Understanding the social context of classrooms has been a central goal of research focused on the promotion of academic development. Building on the current literature on classroom social settings and guided by a risk and protection framework, this study examines the unique and combined contribution of individual relationships and quality of classroom interactions on behavioral engagement among low-income Latino students in kindergarten to fifth grade (N = 111). Findings indicate that individual relationships with teachers and peers and classroom quality, each independently predicted behavioral engagement. Moreover, high-quality classrooms buffered the negative influence of students' difficulties in individual relationships on behavioral engagement. Findings illuminate the need to consider multiple layers of social classroom relationships and interactions and suggest the potential benefit of targeting classroom quality as a mechanism for improving behavioral engagement in urban elementary schools.
KW - Academic engagement
KW - Classroom quality
KW - Peer relationship
KW - Social network
KW - Teacher-student relationship
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UR - http://www.scopus.com/inward/citedby.url?scp=84968853407&partnerID=8YFLogxK
U2 - 10.1002/ajcp.12022
DO - 10.1002/ajcp.12022
M3 - Article
C2 - 27217309
AN - SCOPUS:84968853407
VL - 57
SP - 20
EP - 35
JO - American Journal of Community Psychology
JF - American Journal of Community Psychology
SN - 0091-0562
IS - 1-2
ER -