A Preliminary Investigation of Student Externalizing Behavior, Teacher Praise, and Peer Reputations

IF 1.7 3区心理学 Q2 EDUCATION, SPECIAL

Journal of Emotional and Behavioral Disorders Pub Date : 2025-05-06 DOI:10.1177/10634266251331547

Kristen L. Granger, Erica Ross, Katrina Vogel, Meghan Reichel

{"title":"A Preliminary Investigation of Student Externalizing Behavior, Teacher Praise, and Peer Reputations","authors":"Kristen L. Granger, Erica Ross, Katrina Vogel, Meghan Reichel","doi":"10.1177/10634266251331547","DOIUrl":null,"url":null,"abstract":"The purpose of this study was to examine the relation between externalizing behavior and peer reputations of kindergarten through third-grade students ( N = 35, from 18 classrooms) with or at risk for Emotional and Behavioral Disorders (EBDs). We also examined the extent to which this relation varied as a function of teacher delivery of praise. A series of multiple regression models, adjusted for the nesting of students within classrooms, were conducted. Models revealed a significant effect of the interaction between externalizing behavior and teacher praise on peer reputations for prosocial behavior (i.e., “Being Nice”). This effect indicated a negative relation between externalizing behavior and a prosocial peer reputation for students who received low rates of teacher praise. However, a positive relation was present between externalizing behavior and a prosocial peer reputation for students who received average and high rates of teacher praise. Findings reinforce that teacher praise is an important positive behavioral support and send a preliminary signal that praise may mitigate negative peer reputations for students with or at risk for EBD. Implications for research and practice are discussed.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"48 1","pages":""},"PeriodicalIF":1.7000,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Emotional and Behavioral Disorders","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1177/10634266251331547","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}

引用次数: 0

Abstract

The purpose of this study was to examine the relation between externalizing behavior and peer reputations of kindergarten through third-grade students ( N = 35, from 18 classrooms) with or at risk for Emotional and Behavioral Disorders (EBDs). We also examined the extent to which this relation varied as a function of teacher delivery of praise. A series of multiple regression models, adjusted for the nesting of students within classrooms, were conducted. Models revealed a significant effect of the interaction between externalizing behavior and teacher praise on peer reputations for prosocial behavior (i.e., “Being Nice”). This effect indicated a negative relation between externalizing behavior and a prosocial peer reputation for students who received low rates of teacher praise. However, a positive relation was present between externalizing behavior and a prosocial peer reputation for students who received average and high rates of teacher praise. Findings reinforce that teacher praise is an important positive behavioral support and send a preliminary signal that praise may mitigate negative peer reputations for students with or at risk for EBD. Implications for research and practice are discussed.

查看原文本刊更多论文

学生外化行为、教师表扬与同伴声誉之初步调查

摘要本研究的目的是探讨外化行为与同伴声誉之间的关系。研究对象为来自18个班级的35名幼儿园至三年级学生，他们存在情绪与行为障碍（EBDs）的风险。我们还研究了这种关系作为教师给予表扬的函数的变化程度。采用一系列多元回归模型，对教室内学生的巢化情况进行了调整。模型揭示了外化行为和教师表扬之间的相互作用对亲社会行为（即“友善”）同伴声誉的显著影响。这一效应表明外化行为与受到教师表扬率低的学生的亲社会同伴声誉之间存在负相关。然而，外化行为和亲社会同伴声誉之间存在着正相关关系，对于那些获得平均和高教师表扬率的学生来说。研究结果强调，教师的表扬是一种重要的积极行为支持，并发出了一个初步的信号，即表扬可以减轻患有或有患EBD风险的学生的负面同伴声誉。讨论了对研究和实践的启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Journal of Emotional and Behavioral Disorders Multiple-

CiteScore

4.10

自引率

10.50%

发文量

期刊介绍： The Journal of Emotional and Behavioral Disorders publishes quality scholarship related to individuals with emotional and behavioral disorders. Articles represent a wide range of disciplines, including counseling, education, early childhood care, juvenile corrections, mental health, psychiatry, psychology, public health, rehabilitation, social work, and special education. Articles on characteristics, assessment, prevention, intervention, treatment, legal or policy issues, and evaluation are welcome.