De onderlinge samenhang tussen leerkracht-leerlingrelaties, peerstatus, en gedragsmatige betrokkenheid

Associations between teacher-student relationships, peer status and behavioural engagement

Samenvatting

Deze studie onderzocht hoe leerkracht-leerlingrelaties, peerstatus en gedragsmatige betrokkenheid onderling samenhangen in het secundair onderwijs. Hierbij werd onderscheid gemaakt tussen een positieve en een negatieve dimensie in de leerkracht-leerlingrelatie en tussen twee aspecten van peerstatus, namelijk acceptatie en populariteit.

De onderzoeksgroep bestond uit 1116 Vlaamse adolescenten uit het eerste, tweede en derde leerjaar van het secundair onderwijs. Tijdens jaarlijkse metingen werden peernominaties van leerkracht-leerlingrelaties en peerstatus, en zelfrapportages van gedragsmatige betrokkenheid afgenomen.

Uit cross-lagged analyses bleek dat positieve leerkracht-leerlingrelaties meer betrokkenheid en negatieve leerkracht-leerlingrelaties minder betrokkenheid voorspelden in de loop van de tijd. Daarnaast hingen zowel acceptatie als populariteit in de peergroep negatief samen met latere gedragsmatige betrokkenheid. Gedragsmatige betrokkenheid was niet voorspellend voor leerkracht-leerlingrelaties of peerstatus. Resultaten toonden aan dat relaties met leerkrachten en leeftijdsgenoten onafhankelijk van elkaar een belangrijke rol spelen in de ontwikkeling van gedragsmatige betrokkenheid van adolescenten.

Abstract

This study investigated how teacher-student relationships, peer status and behavioural engagement are associated during secondary education. We distinguished between positive and negative teacher-student relationships and between two aspects of peer status: likeability and popularity.

The sample consisted of 1116 Flemish adolescents from grades 7, 8, and 9. During yearly assessments, peer nominations were used to measure teacher-student relationships and peer status, and self-reported measures were administered to measure behavioural engagement.

Cross-lagged analysis revealed that positive teacher-student relationships were a predictor for more behavioural engagement in school, whereas negative teacher-student relationships were associated with less engagement over time. Furthermore, both likeability and popularity in the peer group were negatively associated with behavioural engagement. We found no effects of behavioural engagement on teacher-student relationships or peer status. Results indicated that teachers and peers play important but independent roles in the development of adolescents’ behavioural engagement.

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Financiering

Dit onderzoek werd mede mogelijk gemaakt door subsidie van het Fonds Wetenschappelijk Onderwijs – Vlaanderen (nummer: G.0728.14) en de KU Leuven (nummer: GOA/12/009).

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Correspondence to Maaike C. Engels MSc.

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Dit artikel is een Nederlandse bewerking van het oorspronkelijke artikel: Engels, M.C., Colpin, H., Leeuwen, K. van, Bijttebier, P., Noortgate, W. van den, Claes, S., Goossens, L. & Verschueren, K. (2016). Behavioral engagement, peer status, and teacher-student relationships in adolescence: A longitudinal study on reciprocal influences. Journal of Youth and Adolescence, 45(6), 1192–1207. doi: 10.1007/s10964-016-0414-5 Link naar origineel artikel http://rdcu.be/nRqg.

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Engels, M.C., Colpin, H., Van Leeuwen, K. et al. De onderlinge samenhang tussen leerkracht-leerlingrelaties, peerstatus, en gedragsmatige betrokkenheid. Kind Adolesc 38, 148–167 (2017). https://doi.org/10.1007/s12453-017-0149-4

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Trefwoorden

  • gedragsmatige betrokkenheid
  • peerstatus
  • leerkracht-leerlingrelaties

Keywords

  • behavioural engagement
  • peer status
  • teacher-student relationships