Does the teacher's pet phenomenon inevitably cause classroom conflict? Comparative viewpoints of three pet-student groups

This study confirms the model fit for teacher authority, the existence of the teacher’s pet phenomenon and its relationship to classroom conflict and students’ self-adjustment, as well as testing the different viewpoints of three pet-student groups. Participants in the study comprised 407 5th through 8th grade students from 12 schools in Taiwan. The findings indicate that the estimated model fits the observed data; teacher authority directly affects the teacher’s pet phenomenon and indirectly affects classroom conflict and students’ self-adjustment. Non-pet students, popular-pet students, and unpopular pet students have different viewpoints of the variables. Three sub-models reveal different path effects; the inclusion of popular-pet students does not lead to classroom conflict. Implications for theory, practice, and research are discussed.

Source: School Psychology International - January 23, 2013 Category: Psychiatry & Psychology Authors: Chiu, S.-I., Lee, J., Liang, T. Tags: Articles Source Type: research