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Feeling socially embedded and engaging at school: the impact of peer status, victimization experiences, and teacher awareness of peer relations in class

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Abstract

Feeling socially well embedded in the classroom’s peer network is a predictor of many positive developmental outcomes, such as engagement at school. But what does feeling embedded depend on? We investigated the impact of both peers and the teacher. Peer status, measured by sociometric sympathy-based peer nominations, and peer victimization, measured by students’ self-report, were examined as potential predictors of students’ self-reported feelings of embeddedness. We further measured student-perceived teacher support and the accuracy with which the teacher can describe individual student’s peer relations in class (teacher awareness) as potential predictors of subjective embeddedness. We expected that victimized students in particular profit in their feelings of embeddedness from a teacher with a highly accurate awareness of their peer relations. In two independent samples (Study 1: 318 students and their 20 teachers; Study 2: 821 students and their 39 teachers), we found that the mean accuracy of teachers’ awareness of individual students’ peer relations was not very high. Students’ feelings of embeddedness decreased with peer victimization experiences and increased with subjective teacher support, whereas, unexpectedly, sociometric peer status did not matter. Victimized students felt stronger embeddedness the more accurately their teacher could describe their peer relations in class. Peer victimization, teacher support, and, for victimized students, teacher awareness predicted school engagement, mediated via subjective embeddedness. Implications for teaching and teacher education are discussed: how can teachers strengthen feelings of embeddedness, thus fostering students’ engagement at school and protecting them from feeling socially excluded.

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Notes

  1. The same sample was also used in a study investigating teachers’ knowledge of the class peer network (Harks and Hannover 2019). This study did not examine how teacher knowledge relates to student outcomes, which is the focus of the present paper.

  2. The same sample was also used in a study investigating how teacher knowledge about the class peer network corresponds with respective teacher beliefs and attitudes (Harks and Hannover 2017). This study did not examine how teacher knowledge relates to student outcomes, which is the focus of the present paper.

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Funding

This work was supported by the project K2teach which is part of the “Qualitätsoffensive Lehrerbildung,” a joint initiative of the German Federal Government and the Länder. The program is funded by the German Federal Ministry of Education and Research. The authors are responsible for the content of this publication.

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Authors and Affiliations

  1. Department of Education and Psychology, Division of School and Teaching Research, Freie Universität Berlin, Habelschwerdter Allee 45, 14195, Berlin, Germany

    Marvin Harks & Bettina Hannover

Authors
  1. Marvin Harks
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  2. Bettina Hannover
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Corresponding author

Correspondence to Marvin Harks.

Additional information

Dr. Marvin Harks. Department of Education and Psychology, Freie Universität Berlin. Email: m.harks@fu-berlin.de

Current themes of research:

Teacher awareness of peer relationships in school class; peer networks in school class.

Most relevant publications (peer-review) in the field of psychology of education:

Harks, M. & Hannover, B. (2019). Wie gut kennen Lehrkräfte die Peerbeziehungen der Schülerinnen und Schüler? Eine Untersuchung von Lehramtsstudierenden im Praxissemester und erfahrenen Lehrkräften [How well do teachers know their students’ peer relationships? An investigation of student teachers and of experienced teachers]. Unterrichtswissenschaft. https://doi.org/10.1007/s42010-019-00060-9.

Harks, M. & Hannover, B. (2017). Sympathiebeziehungen unter Peers im Klassenzimmer: Wie gut wissen Lehrpersonen Bescheid? [Sympathy-based peer interactions in the classroom: How well do teachers know them?]. Zeitschrift für Erziehungswissenschaft, 20, 425–448. https://doi.org/10.1007/s11618-017-0769-8.

Prof. Dr. Bettina Hannover. Department of Education and Psychology, Freie Universität Berlin

Current themes of research :

Impact of the self on students’ social and academic development; gender stereotypes; peer networks in school class; integration of refugee children and students with special educational needs into the school class; teacher awareness of peer relationships in school class; effects of stereotype-threat on immigrant students’ learning.

Selection of recent relevant publications (peer review) in the field of psychology of education:

Hannover, B. & Zander, L. (in press). How personal and social selves influence the development of children and adolescents at school. Zeitschrift für Pädagogische Psychologie.

Ehrtmann, L., Wolter, I. & Hannover, B. (2019). The interrelatedness of gender-stereotypical interest profiles and students’ gender-role orientation, gender, and reasoning abilities. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2019.01402

Zander, L., Chen, I.-C., & Hannover, B. (2019). Who asks whom for help in mathematics? A sociometric analysis of adolescents’ help-seeking within and beyond clique boundaries. Learning and Individual Differences, 72, 49-58.

Hannover, B., Gubernath, J., Schultze, M. & Zander, L. (2018). Religiosity, religious fundamentalism, and ambivalent sexism toward girls and women among adolescents and young adults living in Germany. Frontiers in Psychology, 9:2399

Sander, A., Ohle, A., Mc Elvany, N., Zander, L. & Hannover, B. (2018). Stereotypenbedrohung als Ursache für geringeren Wortschatzzuwachs bei Grundschulkindern mit Migrationshintergrund [Stereotype threat as a cause for lower gains in vocabulary learning in elementary school children with an immigrant background]. Zeitschrift für Erziehungswissenschaft, 21, 177–197.

Zander, L., Brouwer, J., Jansen, E., Crayen, C. & Hannover, B. (2018). Academic self-efficacy, growth mindsets, and university students’ integration in academic and social support networks. Learning and Individual Differences, 62, 98–107.

Zander, L., Kreutzmann, M. & Hannover, B. (2017). Peerbeziehungen im Klassenzimmer [Peer relations in the classroom]. Zeitschrift für Erziehungswissenschaft, 20, 349–352.

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Appendix

Appendix

Fig. 1
figure 1

Overview of the examined constructs and assumptions tested in Studies 1 and 2

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Table 1 Descriptive statistics for predictors and dependent measure in Study 1
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Table 2 Standardized coefficients (β) from two-level regression models predicting subjective embeddedness in Study 1
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Table 3 Descriptive statistics for predictors and dependent measure in Study 2
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Table 4 Standardized coefficients (β) from two-level regression models predicting subjective embeddedness in Study 2
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Table 5 Standardized coefficients (β) from two-level regression model predicting school engagement in Study 2
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Harks, M., Hannover, B. Feeling socially embedded and engaging at school: the impact of peer status, victimization experiences, and teacher awareness of peer relations in class. Eur J Psychol Educ 35, 795–818 (2020). https://doi.org/10.1007/s10212-019-00455-3

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