Mediating Teacher Liking and Moderating Authoritative Teachering on Chinese Adolescents' Perceptions of Antisocial and Prosocial Behaviors.

Abstract

The authors present a model of adolescents’ peer relations in the classroom that integrates 3 social processes involving the adolescent students, the classroom teacher, and peers. One of the hypotheses was that teacher liking of students mediated the relation between students’ social behaviors (e.g., antisocial disruption and prosocial leadership) and peer acceptance. This mediating teacher influence was also hypothesized to be moderated by the extent to which adolescent students perceived their teacher to be authoritative in teachering. These hypotheses were tested and supported on the basis of a sample of 659 Chinese middle school students. A discussion of these results focuses on the classroom teacher as a social context in the study of children’s social interactions in the classroom. Social developmental research is often approached in one of two ways. One focuses on age-related developmental processes internal to children and adolescents. In peer relations research, the investigation of peer perceptions of antisocial and prosocial behaviors, for example, constitutes an internal approach. The other approach emphasizes how these internal processes interact with social settings that contextualize development. An examination of

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