ArticleJournal of youth and adolescence2020
Links Between Teachers' Liking of Students, Peer Inclusion, and Students' Academic Achievement: A Two-Wave Longitudinal Study.
Article in Journal of youth and adolescence, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
5 citing papers in PubMed.
- Developmental Cascades Linking Academic Achievement, Prosocial Behavior, Peer Relationships and Teacher-Student Relationships in Chinese Early Adolescents.Journal of youth and adolescence · 2026Article
- Physical activity and internalization problems in middle school students: the chain mediating role of rumination thinking and peer acceptance.Scientific reports · 2025Article
- The Dominance of Liking: Uncovering Dyadic and Reputational Effects of Peer and Perceived Teacher Likes and Dislikes on Friendship Dynamics Among Chinese Adolescents.Journal of youth and adolescence · 2025Article
- Do teachers differ in terms of their empathy toward liked students and disliked students? The role of empathic motivation.Frontiers in psychology · 2025Article
- Long-Term Effects of Acceptance and Rejection by Parents and Peers on Educational Attainment: A Study from Pre-Adolescence to Early Adulthood.Journal of youth and adolescence · 2022Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Students who are more liked by their teachers tend to be included by their peers and to perform successfully at school. Yet, very little is known whether peer inclusion can mediate the effect of teachers' liking of students on students' academic achievement. Teachers from Grades 5 and 6 reported their liking of each student and academic achievement (N = 1209; 49% females), whereas peers rated the inclusion of classmates. Results from a multilevel growth curve model revealed that, only at the individual level, higher values of peer inclusion mediated the association between teachers' liking of students and academic achievement over time. This study provides new insights into the complex associations between teachers' liking of students and academic achievement during early adolescence.
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Registered trials
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