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      Classroom engagement mediates the effect of teacher-student support on elementary students' peer acceptance: A prospective analysis.

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      Journal of school psychology

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          Abstract

          Participants were 360 (52.2% male) ethnically diverse and academically at-risk first-grade children attending one of three school districts in southeast and central Texas. Using latent variable structural equation modeling, we tested a theoretical model positing that the quality of the teacher-student relationship in first grade predicts children's peer acceptance the following year, controlling for children's previous externalizing problems and peer acceptance. We also expected that children's classroom engagement would mediate the effect of teacher-student relationship quality on peer acceptance. The hypothesized model provided a good fit to the data. Engagement fully mediated the effect of teacher support on subsequent peer acceptance. Neither ethnicity nor gender moderated the mediation findings.

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          Author and article information

          Journal
          J Sch Psychol
          Journal of school psychology
          1873-3506
          0022-4405
          Jan 2006
          : 43
          : 6
          Affiliations
          [1 ] Texas A&M University, United States.
          Article
          NIHMS193619
          10.1016/j.jsp.2005.10.001
          2860753
          20431706
          671760e6-5722-4f09-9e2d-cbe4fddd5ae7

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