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Leerkrachtgedrag en de kwaliteit van sociale relaties in de klas: de leerkracht als sociale referent voor de sociale status van de leerling

  • Marloes M. H. G. Hendrickx
  • Tim Mainhard
  • Sophie Oudman
  • Antonius H. N. Cillessen
  • Mieke Brekelmans
Artikelen
  • 5 Downloads

Samenvatting

Volgens de sociale-referentietheorie gebruiken klasgenoten interacties tussen de leerkracht en leerlingen om hun eigen beeld van die leerling te vormen. Deze studie heeft deze theorie getoetst, waarbij het verband tussen leerkrachtinteractie met een leerling en sociale status van deze leerling gemedieerd wordt door de percepties die klasgenoten hebben van hoe aardig de leerkracht de leerling vindt. We hebben 1.420 leerlingen in groep 7 (gemiddelde leeftijd 10,60 jaar) van 56 basisschoolklassen gevraagd op drie meetmomenten sociometrische vragenlijsten in te vullen. Tijdens het eerste meetmoment zijn ook video-opnames van de lessen gemaakt, waarbij docentgedrag is gecodeerd. Een pad-analyse liet zien dat leerkrachten inderdaad als sociale referent fungeren. Enkel negatief leerkrachtgedrag hield verband met de perceptie van klasgenoten dat de leerkracht de leerling onaardig vond, wat vervolgens weer verband hield met hoe onaardig de klasgenoten de leerling vonden. Leerkrachten zouden dus de sociale acceptatie van leerlingen kunnen bevorderen door hun openlijk negatieve gedrag naar leerlingen te verminderen.

Trefwoorden

sociale status leerkrachtgedrag sociale referentie 

Teacher behaviour and peer acceptance and rejection: the teacher as a social referent for peer status

Abstract

According to social referencing theory, the cues that peers take from teachers’ behaviour towards a student affect the pupil’s peer status. The present study tested the hypothesized mediation model connecting teacher behaviour with peer acceptance and rejection, via peer perceptions of the teacher liking or disliking the pupil. A sample of 1,420 pupils aged ten and eleven (Mage = 10.60) from 56 classes completed sociometric questionnaires at three moments within one school year. At the first moment, video data also were recorded and teacher behaviour with individual pupils was coded. A path analysis showed that teachers functioned as social referents for peer status. Negative teacher behaviour was associated with peer perceptions of the teacher disliking the pupil, which in turn predicted peer rejection six months later. This suggests that it is important for teachers to refrain from openly negative behaviour towards pupils in practice.

Keywords

peer status teacher behaviour social referencing 

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Copyright information

© Bohn Stafleu van Loghum is een imprint van Springer Media B.V., onderdeel van Springer Nature 2018

Authors and Affiliations

  • Marloes M. H. G. Hendrickx
    • 1
    • 2
  • Tim Mainhard
    • 1
  • Sophie Oudman
    • 1
  • Antonius H. N. Cillessen
    • 3
  • Mieke Brekelmans
    • 1
  1. 1.afdeling EducatieUniversiteit UtrechtUtrechtNederland
  2. 2.Eindhoven School of Education (gebouw 37)Technische Universiteit EindhovenEindhovenNederland
  3. 3.Behavioural Science InstituteRadboud UniversiteitNijmegenNederland

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