Moderating Effects of Teacher-Student Relationship in Adolescent Trajectories of Emotional and Behavioral Adjustment

Autor/inn/en	Wang, Ming-Te; Brinkworth, Maureen; Eccles, Jacquelynne
Titel	Moderating Effects of Teacher-Student Relationship in Adolescent Trajectories of Emotional and Behavioral Adjustment
Quelle	In: Developmental Psychology, 49 (2013) 4, S.690-705 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0027916
Schlagwörter	Risk; Adolescents; Parent Child Relationship; Conflict; Depression (Psychology); Economically Disadvantaged; Urban Youth; Teacher Student Relationship; Longitudinal Studies; Trust (Psychology); Affective Behavior; Symptoms (Individual Disorders); Self Control; Delinquency; Behavior Problems + Suchen Sie Ihr Suchwort? Risiko; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Konflikt; Urban area; Urban areas; Youth; Stadtregion; Stadt; Teacher student relationships; Lehrer-Schüler-Beziehung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Affective disturbance; Active behaviour; Affektive Störung; Psychiatrische Symptomatik; Selbstbeherrschung; Kriminalität
Abstract	This study examined relations between effortful control, parent-adolescent conflict, and teacher-student relationships and the concurrent and longitudinal impact of these factors on adolescent depression and misconduct. In particular, we examined whether the risks of low effortful control and parent-adolescent conflict could be buffered by positive teacher-student relationships characterized by warmth and trust. Data were collected on 1,400 urban youths (52% female, 51% Black, 44% White) who reported on their effortful control at age 13 years and on their depressive symptoms and misconduct from ages 13-18. Teacher-student relationship data were collected from teacher-report at age 13 and parent-adolescent conflict data from parent-report at age 13. As hypothesized, regardless of gender, both early poor effortful control and conflictive parent-adolescent relationship were general risks for adolescents' depression and misconduct. Positive teacher-student relationships protected adolescents against depression and misconduct throughout ages 13-18. In addition, positive teacher-student relationships moderated the negative influences of adolescents' early poor effortful control and conflictive parent-adolescent relationships on misconduct and helped such at-risk adolescents to attain less behaviorally delinquent developmental trajectories over time. (Contains 3 figures and 3 tables.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10