Cross-Lagged Associations between Problem Behaviors and Teacher-Student Relationships in Early Adolescence

Autor/inn/en	Pakarinen, Eija; Silinskas, Gintautas; Hamre, Bridget K.; Metsäpelto, Riitta-Leena; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Nurmi, Jari-Erik
Titel	Cross-Lagged Associations between Problem Behaviors and Teacher-Student Relationships in Early Adolescence
Quelle	In: Journal of Early Adolescence, 38 (2018) 8, S.1100-1141 (42 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431617714328
Schlagwörter	Correlation; Behavior Problems; Teacher Student Relationship; Early Adolescents; Foreign Countries; Grade 4; Academic Achievement; At Risk Students; Reading Difficulties; Child Behavior; Questionnaires; Screening Tests; Elementary School Students; Elementary School Teachers; Finland; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Korrelation; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; School year 04; 4. Schuljahr; Schuljahr 04; Schulleistung; Reading difficulty; Leseschwierigkeit; Fragebogen; Screening-Verfahren; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Finnland
Abstract	This study investigated the cross-lagged associations between teacher-student relationships and problem behaviors in a sample of 440 Finnish students (half of them identified as being at risk of reading difficulties). The degree to which these associations were moderated by a child's gender, academic performance, risk for reading difficulties, parental education, and having the same teacher over 2 years was examined. The teachers evaluated the students' problem behaviors and reported closeness and conflict with a particular student. The results showed that the higher the students scored on externalizing problems in Grade 4, the more conflict teachers reported 2 years later. Moderator analyses revealed that internalizing problems predicted higher levels of closeness for boys only. Conflict predicted internalizing problems among students who had the same teacher across the 2 years. The results emphasize the importance of investigating the transactional links in different subgroups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01