Acceso usuarios
Between-child and within-child effects of teacher–student warmth and conflict on children's peer-nominated disliking and liking across Grades 1–4 (ages 6–10) were investigated in a sample of 746 ethnically diverse and academically at-risk children in Texas. Multilevel modeling controlled for time-invariant between-child differences while modeling the effect of time-varying teacher–student relationship (TSR) warmth and conflict on children's peer relatedness. Teachers reported on warmth and conflict. Peers reported on liking and disliking. Above between-child effects of average levels of teacher warmth and conflict on initial level and rate of change in liking and disliking and classroom teacher support, year-to-year changes in TSR conflict and warmth predicted intraindividual change in children's peer disliking but not peer liking.
