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3 results on '"Hendrickx, M. M. H. G."'

1. The Moderating Role of Classroom Descriptive Norms in the Association of Student Behavior With Social Preference and Popularity

Author

Boor-klip, H. J., Segers, E., Hendrickx, M. M. H. G., Cillessen, A. H. N., Boor-klip, H. J., Segers, E., Hendrickx, M. M. H. G., and Cillessen, A. H. N.

Abstract

This study addressed the moderating role of classroom descriptive norms for overt and relational aggression, social withdrawal, prosocial behavior, and academic reputation in the association of behavior with social preference and popularity in early adolescence. Participants were 1,492 fifth-grade students ( X age = 10.6 years, 52.7% boys) from 59 classrooms who completed unlimited peer nominations for status and behavior. Classroom descriptive norms were computed as the average proportion of classroom nominations received for the different social behaviors. Multilevel analyses revealed that the negative association between overt aggression and social preference was attenuated in classrooms with high norms for overt aggression. The negative association between academic reputation and social preference was enhanced in classrooms with high norms for academic reputation. Classroom norms did not moderate the associations between behavior and popularity. The type of behavior and the type of status should be considered when examining classroom descriptive norms and behavior-status associations

Published
2017

3. Reciprocal associations between teacher-student relations and students' externalizing behavior in elementary education? A within-dyad analysis.

Author

Hendrickx MMHG, Kos LG, Cillessen AHN, and Mainhard T

Subjects
Child, Female, Humans, Male, Peer Group, School Teachers psychology, Students psychology, Interpersonal Relations, Schools
Abstract

The goal of this study was to investigate the transactional link between the affective quality of teacher-student relations and students' externalizing behavior in upper elementary education. We studied teacher support and conflict separately and examined whether associations differed for boys and girls. Data were collected from 1452 Dutch fifth graders (M age  = 10.60 years) at three time points within one school year, including peer nominations of teacher-student relationships and external observations of teacher-student interactions. We used random-intercept cross-lagged panel models to examine the associations within the school year. Student behavior and teacher conflict and support were clearly interrelated within measurement moments. That is, within each time point, deviations from students' typical level of externalizing behavior were associated with deviations in teacher conflict and support in teacher-student relations. In contrast to earlier work, we found no transactional link between students' externalizing behavior and their relationships and interactions with their teacher over time, neither for teacher conflict nor for support. However, for boys, an association was found between externalizing behavior and later increased teacher conflict. We concluded that it remains important to invest in supportive teacher-student relations to prevent increasing conflict and that transactionality may occur within shorter time intervals., (Copyright © 2021 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Published
2022
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