Interpersonal Behaviors and Complementarity in Interactions between Teachers and Kindergartners with a Variety of Externalizing and Internalizing Behaviors

Autor/inn/en	Roorda, Debora L.; Koomen, Helma M. Y.; Spilt, Jantine L.; Thijs, Jochem T.; Oort, Frans J.
Titel	Interpersonal Behaviors and Complementarity in Interactions between Teachers and Kindergartners with a Variety of Externalizing and Internalizing Behaviors
Quelle	In: Journal of School Psychology, 51 (2013) 1, S.143-158 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4405
DOI	10.1016/j.jsp.2012.12.001
Schlagwörter	Behavior Problems; Kindergarten; Teacher Student Relationship; Task Analysis; Cooperative Learning; Statistical Analysis; Teacher Attitudes; Observation; Teacher Behavior; Child Behavior; Preschool Teachers + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Aufgabenanalyse; Kooperatives Lernen; Statistische Analyse; Lehrerverhalten; Beobachtung; Teacher behaviour; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule
Abstract	The present study investigated whether the complementarity principle (mutual interactive behaviors are opposite on control and similar on affiliation) applies to teacher-child interactions within the kindergarten classroom. Furthermore, it was examined whether interactive behaviors and complementarity depended on children's externalizing and internalizing behaviors, interaction time, and interaction frequency. A total of 48 teachers and 179 selected kindergartners with a variety of externalizing and internalizing behaviors were observed in a small group task setting in the natural ecology of the classroom. Teachers' and children's interactive behaviors were rated by independent observers. Teachers reported about children's externalizing and internalizing behaviors. Multilevel analyses indicated that both teachers and children reacted complementarily on the control dimension but not on the affiliation dimension. Teachers showed more control and more affiliation toward children with higher levels of internalizing behavior. In addition, teachers displayed less affiliation toward children with higher levels of externalizing behavior, whereas those children did not show less affiliation themselves. Teachers' and children's complementarity tendencies on control were weaker if children had higher levels of externalizing behavior. (Contains 4 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10