Sociometric Status, Teacher-Student Relations, and Classroom Adjustment

Time and Location
Poster Session VIII - Board: VIII-102
Saturday May 24, 2008, 4:00 PM - 5:00 PM
Exhibit Hall

Frederic Legault
University of Quebec at Montreal

Dominique Houle
Université du Québec en Outaouais, Gatineau, Canada

Isabelle Bourque
Université du Québec à Montréal, Montréal, Canada

The object of this research is to study the impact of relations with peers and teachers on classroom adjustment of elementary school students. Main results showed that perceptions of competence and academic performance were linked to social status, while engagement and aggressive behaviors were associated to social status and teacher-student relation.

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