東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Teacher Behaviors, Student Personali...

DeYoung, Gerrit.

Linked to FindBook

Google Book

Amazon

博客來

Teacher Behaviors, Student Personality, and the Emergence of Student Social Network Structure in Elementary Schools.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teacher Behaviors, Student Personality, and the Emergence of Student Social Network Structure in Elementary Schools./
Author:	DeYoung, Gerrit.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2024,
Description:	125 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-07, Section: A.
Contained By:	Dissertations Abstracts International85-07A.
Subject:	Developmental psychology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30689130
ISBN:	9798381221893

Teacher Behaviors, Student Personality, and the Emergence of Student Social Network Structure in Elementary Schools.
DeYoung, Gerrit.

Teacher Behaviors, Student Personality, and the Emergence of Student Social Network Structure in Elementary Schools. - Ann Arbor : ProQuest Dissertations & Theses, 2024 - 125 p.

Source: Dissertations Abstracts International, Volume: 85-07, Section: A.

Thesis (Ph.D.)--Boston University, 2024.

This item must not be sold to any third party vendors.

Teachers are subject to multiple stressors in their profession and often experience significant distress, which has been found to be linked with harsh and punitive behaviors. These behaviors have been found to influence students negatively, particularly those with vulnerable temperaments. Prior research has also found such negative teacher behavior to be associated with hierarchical social structures in classrooms. While many researchers have attributed this hierarchical structure to teacher modeling-normalizing negative displays of behavior or treating favored students preferentially-student personality may also be a factor. Students high in neuroticism have been found to be particularly vulnerable to stress and often withdrawn. Students high in extraversion, however, have been found to be sociable and to experience positive emotions more frequently. Some evidence suggests these students may also be more likely to form transitive friendships, in which person A is friends with person B, person B is friends with person C, and person A is also friends with C, creating more cohesive networks of friends. It is possible that one reason hierarchical classroom social structures emerge in classrooms in which teachers display negative behaviors is that students higher in extraversion support each other and help maintain each other's positive emotions, while students higher in neuroticism are more likely to withdraw and experience more negative emotions. Students higher in extraversion may be more likely to occupy higher-status positions in the classroom social structure both because they have more frequent contact with one another, and because other students are more likely to hope to befriend those who are happier and have more friends. The current study will simulate fourth- and fifth-grade classrooms to investigate the relationship between teacher behavior, student personality, student emotions, and student social network structure. Results suggest that extraversion is associated with a greater likelihood of being embedded in transitive triads and greater popularity in the friendship social network. However, there is little evidence that neuroticism is associated with students' position in the student social network or that teacher behavior is related to the structure of student social networks.

ISBN: 9798381221893Subjects--Topical Terms:

516948
Developmental psychology.
Subjects--Index Terms:

Social networks

Teacher Behaviors, Student Personality, and the Emergence of Student Social Network Structure in Elementary Schools.
LDR:03529nmm a2200373 4500 001 2396560
005 20240611104330.5
006 m o d
007 cr#unu||||||||
008 251215s2024 ||||||||||||||||| ||eng d
020 $a 9798381221893
035 $a (MiAaPQ)AAI30689130
035 $a AAI30689130
040 $a MiAaPQ $c MiAaPQ
100 1 $a DeYoung, Gerrit. $0 (orcid)0000-0002-1014-6105 $3 3766256
245 1 0 $a Teacher Behaviors, Student Personality, and the Emergence of Student Social Network Structure in Elementary Schools.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 125 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-07, Section: A.
500 $a Advisor: Howard, Kimberly A. S.
502 $a Thesis (Ph.D.)--Boston University, 2024.
506 $a This item must not be sold to any third party vendors.
520 $a Teachers are subject to multiple stressors in their profession and often experience significant distress, which has been found to be linked with harsh and punitive behaviors. These behaviors have been found to influence students negatively, particularly those with vulnerable temperaments. Prior research has also found such negative teacher behavior to be associated with hierarchical social structures in classrooms. While many researchers have attributed this hierarchical structure to teacher modeling-normalizing negative displays of behavior or treating favored students preferentially-student personality may also be a factor. Students high in neuroticism have been found to be particularly vulnerable to stress and often withdrawn. Students high in extraversion, however, have been found to be sociable and to experience positive emotions more frequently. Some evidence suggests these students may also be more likely to form transitive friendships, in which person A is friends with person B, person B is friends with person C, and person A is also friends with C, creating more cohesive networks of friends. It is possible that one reason hierarchical classroom social structures emerge in classrooms in which teachers display negative behaviors is that students higher in extraversion support each other and help maintain each other's positive emotions, while students higher in neuroticism are more likely to withdraw and experience more negative emotions. Students higher in extraversion may be more likely to occupy higher-status positions in the classroom social structure both because they have more frequent contact with one another, and because other students are more likely to hope to befriend those who are happier and have more friends. The current study will simulate fourth- and fifth-grade classrooms to investigate the relationship between teacher behavior, student personality, student emotions, and student social network structure. Results suggest that extraversion is associated with a greater likelihood of being embedded in transitive triads and greater popularity in the friendship social network. However, there is little evidence that neuroticism is associated with students' position in the student social network or that teacher behavior is related to the structure of student social networks.
590 $a School code: 0017.
650 4 $a Developmental psychology. $3 516948
650 4 $a Elementary education. $3 641385
650 4 $a Social structure. $3 528995
653 $a Social networks
653 $a Multiple stressors
653 $a Positive emotions
690 $a 0620
690 $a 0524
690 $a 0700
710 2 $a Boston University. $b Education SED. $3 3281701
773 0 $t Dissertations Abstracts International $g 85-07A.
790 $a 0017
791 $a Ph.D.
792 $a 2024
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30689130