Toward a Further Understanding of Teachers' Reports of Early Teacher-Child Relationships: Examining the Roles of Behavior Appraisals and Attributions

Autor/inn/en	Thijs, Jochem; Koomen, Helma M. Y.
Titel	Toward a Further Understanding of Teachers' Reports of Early Teacher-Child Relationships: Examining the Roles of Behavior Appraisals and Attributions
Quelle	In: Early Childhood Research Quarterly, 24 (2009) 2, S.186-197 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2009.03.001
Schlagwörter	Behavior Problems; At Risk Students; Correlation; Kindergarten; Teacher Student Relationship; Social Behavior; Student Behavior; Teacher Attitudes; Elementary School Teachers; Hyperactivity; Interpersonal Competence; Symptoms (Individual Disorders); Inhibition; Conflict + Suchen Sie Ihr Suchwort? Korrelation; Teacher student relationships; Lehrer-Schüler-Beziehung; Social behaviour; Soziales Verhalten; Student behaviour; Schülerverhalten; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hyperaktivität; Interpersonale Kompetenz; Psychiatrische Symptomatik; Hemmung; Konflikt
Abstract	This study examined teachers' reports of early teacher-child relationships by focusing on their assessments of the severity and the causes of children's social behaviors. Eighty-one kindergarten teachers filled out questionnaires about socially inhibited, hyperactive, and average children (n = 237) selected from their own classes. Multilevel analyses indicated that teachers reported less close and more dependent relationships for the inhibited and hyperactive versus the average children, and more conflictual relationships for the hyperactive versus the average children. These differences were largely mediated by teachers' perceptions of children's personal behavior problems. In addition, we found that the teachers' control attributions for children's social behaviors increased the link between children's perceived (personal and social) problems and relationship closeness. Results further support the idea that teachers' relationship reports are personal, evaluative accounts rather than objective measures of teacher-child interactions. (Contains 2 figures and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10