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Interpersonal Relationships in the Primary Classroom: an Analysis of Social and Affective Outcomes

Kington, Alison (2013) Interpersonal Relationships in the Primary Classroom: an Analysis of Social and Affective Outcomes. Psychology and Social Behavior Research, 1 (4). pp. 116-127. ISSN Print: 2329-7689 Online: 2329-7719

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Abstract

Recent research regarding the quality of relationships in primary classrooms has focused largely on the enhancement and development of cognitive skills. The study reported here focused on a range of social and affective outcomes with the intention of broadening our understanding of the classroom as an interactive system, from the child's perspective. This paper provides empirical evidence on children's perceptions at Key Stage 2 (pupil age 7-11 years) of their relationships with teachers, other adults and children. Data were collected via an attitudinal questionnaire survey in nine primary schools in England. Results indicate that, in addition to the development of social skills, children also valued academic confidence, learning and the involvement of their parents in homework, and that these were associated with the interactions and routines established within the primary classroom settings. Some variations in terms of pupil age, teacher career phase, and the socio-economic context of the school were identified; however, the importance of the relationship between pupil and teacher remained consistent across schools.

Item Type: Article
Uncontrolled Keywords: classroom relationships, primary schools, pupil outcomes, career phase, socio-economic context
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB1501 Primary Education
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Divisions: Academic Departments > Institute of Education
Copyright Info: Attribution 3.0 Unported (CC BY 3.0)
Depositing User: Alison Kington
Date Deposited: 07 Nov 2013 12:21
Last Modified: 18 Jan 2017 14:43
URI: https://eprints.worc.ac.uk/id/eprint/2693

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