Association Between Teacher Liking and Student Characteristics, and the Influence of Job Satisfaction and Peer Social Preference Public Deposited

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  • March 19, 2019
  • Knowles, Meagan
    • Affiliation: School of Education, School Psychology Graduate Program
  • This study assessed the relationship between teaching liking and behavioral characteristics of elementary age students. The six behavioral characteristics investigated were direct aggression, indirect aggression, immaturity, victimization, shy/withdrawn, and prosocial. Teacher-report instruments were used to assess teacher liking, levels of student characteristics, and job satisfaction. Social preference was measured using peer ratings. Data were collected in the fall of the study year from 104 teachers and 1,987 students in kindergarten through fifth grade. Hierarchical Linear Modeling was used to assess the associations between teacher liking and student characteristics, and to determine the moderating influence of teacher job satisfaction and peer social preference. Teacher liking was found to be negatively related to directly aggressive, indirectly aggressive, immature, victimized, and shy/withdrawn student behaviors, and positively related to prosocial behavior. Peer social preference was found to moderate the teacher liking association with prosocial behavior and the teacher liking association with indirect aggression. Job satisfaction did not moderate any of the relationships.
Date of publication
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Rights statement
  • In Copyright
  • Evarrs, Sandra
  • McMillen, Janey
  • Parker, Justin
  • Simeonsson, Rune
  • Wasik, Barbara Hanna
  • Doctor of Philosophy
Degree granting institution
  • University of North Carolina at Chapel Hill Graduate School
Graduation year
  • 2014
Place of publication
  • Chapel Hill, NC
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