The relative contribution of peer acceptance and individual and class-level teacher–child interactions to kindergartners’ behavioral development Hasselt University KU Leuven
The present longitudinal study examined the relative contribution of peer acceptance and individual and class-level teacher–child interactions to the development of externalizing and internalizing behaviors in kindergarten. A sample of 237 children (49% boys, Mage = 5.19 years) from 36 classrooms was followed during three waves in kindergarten. Individual and class-level teacher–child interactions were observed, while peer ratings were used to ...