Temperamental Anger and Effortful Control, Teacher-Child Conflict, and Externalizing Behavior across the Elementary School Years

Autor/inn/en	Crockett, Lisa J.; Wasserman, Alexander Michael; Rudasill, Kathleen Moritz; Hoffman, Lesa; Kalutskaya, Irina
Titel	Temperamental Anger and Effortful Control, Teacher-Child Conflict, and Externalizing Behavior across the Elementary School Years
Quelle	In: Child Development, 89 (2018) 6, S.2176-2195 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12910
Schlagwörter	Teacher Student Relationship; Psychological Patterns; Self Control; Behavior Problems; Correlation; Age Differences; Predictor Variables; Elementary School Students; Kindergarten; Grade 6; Student Behavior; Conflict; Personality Traits + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Selbstbeherrschung; Korrelation; Age; Difference; Age difference; Altersunterschied; Prädiktor; School year 06; 6. Schuljahr; Schuljahr 06; Student behaviour; Schülerverhalten; Konflikt; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal
Abstract	This study examined teacher-child conflict as a possible mediator of the effects of temperamental anger and effortful control on subsequent externalizing behavior. Reciprocal influences between teacher-child conflict and externalizing behavior were also examined. Participants were 1,152 children (49% female; 81.6% non-Hispanic White) from the Study of Early Child Care and Youth Development. Multivariate growth curve modeling revealed that greater effortful control at age 54 months indirectly predicted lower levels of, and subsequent changes in, externalizing behavior from kindergarten to Grade 6 through reduced teacher-child conflict. An alternative model, in which greater effortful control predicted lower teacher-child conflict through lower externalizing behavior, received less support. Within persons, greater-than-expected teacher-child conflict predicted greater-than-expected teacher-reported externalizing behavior concurrently and over time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01