The influence of classroom supports on social cognitions and peer relationships in fifth grade

Children's interactions and relationships with peers are of great importance for the development of their self-worth and later social outcomes. Children with maladaptive social cognitions are at risk for having negative interactions and relationships with peers, which may further reinforce their negative perceptions. Given the evidence that teachers and classroom climate serve as an important context whereby children's social competence is developed, this study examined how emotional supports in the classroom may moderate the negative association between maladaptive social cognitions and peer relationships and interactions.;850 fifth grade students from the National Institute of Child Health and Human Development's Study of Early Child Care and Youth Development (NICHD SECCYD) formed the sample of interest in this study. Observations of the teacher and the classroom were used to measure classroom supports. Participants self-report on a number of questionnaires were used to measure social cognitions, and observations of the participants and their peers in the classroom by both teachers and independent observers measured the quality of their relationships and interactions with peers.;Correlational analyses and hierarchical multiple linear regressions indicated that maladaptive social cognitions were associated with poorer outcomes with peers, while the provision of classroom emotional supports was associated with more adaptive interactions with peers. Significant interactions between classroom supports and social cognitions suggested the classroom is a context that can inhibit the expression of maladaptive social cognitions, enabling children with maladaptive social cognitions to experience more positive interactions with peers. These findings have implications for education policy and teacher training as interventions can be implemented to improve the classroom climate and children's social interactions and relationships.