Children's Social Competence and Classroom Social Climate in Primary Education.

Samenvatting

An essential task of education is to prepare youth for their later functioning in society. In addition to academic knowledge and skills (academic competence), children need to acquire the knowledge and skills that are necessary to successfully navigate their social worlds as adults (social competence). Developmental theories state that children?s experiences with classroom peers and teachers influence their social competence development. The current proposal addresses the pedagogical qualities of classrooms by examining the role of classroom social climate and school context in children?s social competence development in the last two years of primary education. Two part projects will examine the associations among peer relations and teacher-child relations and their joint effects on social competence. To study causation the state of current classroom climates will be challenged through interventions that focus on interpersonal contact and teachers? awareness of classroom social climate.

Output

Proefschrift

  • Beoogd: proefschrift
  • Beoogd: proefschrift
  • MMHG Hendrickx(2017): The role of the teacher in classroom peer relations , none  17 februari 2017
  • HJ Boor-Klip(2017): The impact of the classroom peer context on children's peer relationships , none  15 mei 2017

Wetenschappelijk artikel

  • H. J. Boor-Klip, E. Segers, A. H. N. Cillessen, M. M. H. G. Hendrickx(2014): Beleving van de peer context in de klas: Samenhang met sociaal functioneren, academisch functioneren en zelfbeeld. Pedagogische Studiën pp. 288 - 301
  • H. J. Boor-Klip, A. H. N. Cillessen, M. M. H.G. Hendrickx, E. Segers(2015): The moderating role of classroom norms in the association of student behavior with peer acceptance and popularity. Journal of Early Adolescence pp. 1 - 27
  • H. J. Boor-Klip, A. H. N. Cillessen, E. Segers, M. M. H. G. Hendrickx(2016): Development and psychometric properties of the Classroom Peer Context Questionnaire. Social Development pp. 370 - 389
  • H. J. Boor-Klip, M. Brekelmans, M. M. H. G. Hendrickx, A. H. N. Cillessen, M. T. Mainhard(2016): Social dynamics in the classroom: Teacher support and conflict and the peer ecology. Teaching and Teacher Education pp. 30 - 40
  • V. S. Oudman, M. T. Mainhard, H. J. Boor-Klip, M. M. H. G. Hendrickx, M. Brekelmans(2016): Teacher behavior and peer liking and disliking: The teacher as a social referent for peer status. Journal of Educational Psychology pp. 1 - 14
  • MMHG Hendrickx, HJ Boor-Klip, MT Mainhard, L van der Sande(2017): Learning Disabilities and Low Social Status: The Role of Peer Academic Reputation and Peer Reputation of Teacher Liking Journal of learning disabilities pp. 1 - 12
  • MT Mainhard, MMHG Hendrickx, M Brekelmans, HJ Boor-Klip(2017): Our teacher likes you, so I like you: A social network approach to social referencing Journal of School Psychology pp. 35 - 48
  • HJ Boor-Klip, MMHG Hendrickx, MT Mainhard, M Brekelmans(2017): Teacher liking as an affective filter for the association between student behavior and peer status Contemporary Educational Psychology pp. 250 - 262

Professionele publicatie

  • HJ Boor-Klip(2014): Onze Klas is OK! Hoe de relaties met klasgenoten kunnen bijdragen aan de sociale ontwikkeling aan het einde van de basisschool.
  • MMHG Hendrickx(2017): Rol van leerkrachtgedrag in relaties tussen leerlingen
  • MMHG Hendrickx(2017): Een positieve leraar vormt sociale kinderen

Kenmerken

Projectnummer

411-10-915

Hoofdaanvrager

Prof. dr. Th. Wubbels

Verbonden aan

Universiteit Utrecht, Faculteit Sociale Wetenschappen, Departement Educatie & Pedagogiek

Uitvoerders

M.M.H.G. Hendrickx MSc, H.J. Klip MSc

Looptijd

01/09/2011 tot 31/12/2015