Challenging Temperament, Teacher-Child Relationships, and Behavior Problems in Urban Low-Income Children: A Longitudinal Examination

Autor/inn/en	McCormick, Meghan P.; Turbeville, Ashley R.; Barnes, Sophie P.; McClowry, Sandee G.
Titel	Challenging Temperament, Teacher-Child Relationships, and Behavior Problems in Urban Low-Income Children: A Longitudinal Examination
Quelle	In: Early Education and Development, 25 (2014) 8, S.1198-1218 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2014.915676
Schlagwörter	Low Income Groups; Urban Schools; Longitudinal Studies; Personality Traits; Teacher Student Relationship; Minority Group Students; Hispanic American Students; African American Students; Grade 1; Kindergarten; Elementary School Students; Resilience (Psychology); Conflict; Behavior Problems; Predictor Variables; Negative Attitudes; Affective Behavior; Comparative Analysis; Family Characteristics; Teacher Characteristics; Likert Scales; Statistical Analysis; New York; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Teacher student relationships; Lehrer-Schüler-Beziehung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; School year 01; 1. Schuljahr; Schuljahr 01; Konflikt; Prädiktor; Negative Fixierung; Affective disturbance; Active behaviour; Affektive Störung; Likert-Skala; Statistische Analyse
Abstract	Research Findings: Racial/ethnic minority low-income children with temperaments high in negative reactivity are at heightened risk for developing disruptive behavior problems. Teacher-child relationships characterized by high levels of closeness and low levels of conflict may protect against the development of disruptive behaviors in school. The present study examined whether teacher-child closeness and conflict moderated the association between temperamental negative reactivity and growth in disruptive behaviors in low-income Black and Hispanic kindergarten and 1st-grade children. Findings revealed that negative reactivity predicted higher overall levels of in-school disruptive behavior problems at the beginning of kindergarten as well as growth in behavior problems over kindergarten and 1st grade. However, the effect of negative reactivity on disruptive behaviors was attenuated when children had relationships with teachers characterized by high levels of closeness and low levels of conflict. Practice or Policy: Implications for further research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10