This study examined whether teachers’ perceptions of students’ behavior (referring to halo effects) and the behavior of teacher‐perceived friends (referring to association effects) influenced teachers’ ability to recognize students identified as bullies, victims, and prosocial by their peers. Data came from 1,458 children (M_age = 10.5, 47.5% girls) and 56 teachers (M_age = 40.8, 66.1% females). Perceived likeability was associated with decreased odds and teachers’ perceptions of popularity and externalizing behavior were associated with increased odds for teacher attunement to bullying. Perceived likeability and affiliation were associated with decreased odds for teacher attunement to victimized students. Teachers’ perceptions of externalizing behavior were associated with decreased odds, whereas teachers’ perceptions of affiliation and academic competence were associated with increased odds for attunement to prosociality. Finally, a positive association was found between teacher attunement and the average behavior of teacher‐perceived friends for bullying, victimization, and prosociality.

中文翻译：

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晕轮和联想效应：教师在同伴提名的欺负者，受害者和亲社会学生的调教中存在认知偏见

这项研究调查了教师对学生行为的理解（指晕轮效应）和教师感知的朋友的行为（指联想效应）是否影响了教师识别被同伴识别为欺凌，受害者和亲社会的学生的能力。从1458名儿童（数据来中号_年龄 = 10.5，47.5％的女生）和第56个师（中号_年龄 = 40.8，女性占66.1％）。感知的可喜度与降低机率相关，而教师对受欢迎程度和外在行为的感知与教师调解欺凌的机率相关。感知的可喜度和从属关系与教师调解受害学生的几率降低有关。教师对外部化行为的感知与降低的机率相关，而教师对从属关系和学术能力的感知与对社交的调和的机率相关。最后，在教师的性格表现与教师感知的朋友的欺凌，受害和亲社会行为的平均行为之间发现了正相关。