Teacher-perceived supportive classroom climate protects against detrimental impact of reading disability risk on peer rejection |
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| Authors: | Noona Kiuru Anna-Maija Poikkeus Marja-Kristiina Lerkkanen Eija Pakarinen Martti Siekkinen Timo Ahonen Jari-Erik Nurmi |
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| Institution: | 1. Center for Experimental Economics in Education, Shaanxi Normal University, 620 West Chang''an Avenue, Xi''an, China;2. Rural Education Action Program, Freeman Spogli Institute for International Studies, Stanford University, 616 Serra St., Stanford, CA, United States;3. LICOS Center for Institutions and Economic Performance, University of Leuven, Louvain, Belgium |
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| Abstract: | This study examined the role of a supportive classroom climate, class size, and length of teaching experience as protective factors against children's peer rejection. A total of 376 children were assessed in kindergarten for risk for reading disabilities (RD) and rated by their teachers on socially withdrawn and disruptive behaviors. The grade 1 measures included sociometric peer assessment and teachers' self-ratings of their supportiveness in the classroom, together with information on class size and teaching experience. The results showed, first, that the studied social and learning risk factors positively predicted peer rejection in grade 1. Moreover, teacher-reported supportive classroom climate in grade 1 protected children against the detrimental impact of RD risk on peer rejection. Smaller class size, in turn, served as a protective factor against the detrimental impact of social withdrawal on peer rejection. Finally, shorter teaching experience protected against both social and learning risk factors. |
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