Developmental Links between Externalizing Behavior and Student-Teacher Interactions in Male Adolescents with Psychiatric Disabilities

Autor/inn/en	Hopman, Juliette A. B.; Tick, Nouchka T.; van der Ende, Jan; Wubbels, Theo; Verhulst, Frank C.; Maras, Athanasios; Breeman, Linda D.; van Lier, Pol A. C.
Titel	Developmental Links between Externalizing Behavior and Student-Teacher Interactions in Male Adolescents with Psychiatric Disabilities
Quelle	In: School Psychology Review, 48 (2019) 1, S.68-80 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Teacher Student Relationship; Special Education; Interaction; Foreign Countries; Males; Adolescents; Student Behavior; Mental Disorders; At Risk Students; Special Schools; Behavior Problems; Secondary School Teachers; Secondary School Students; Netherlands + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Special needs education; Sonderpädagogik; Sonderschulwesen; Interaktion; Ausland; Male; Männliches Geschlecht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Student behaviour; Schülerverhalten; Mental illness; Geisteskrankheit; Special school; Sonderschule; Sekundarschüler; Niederlande
Abstract	Students exhibiting challenging externalizing behaviors may benefit from supportive interactions with teachers. However, if students show high levels of externalizing behaviors, this may negatively impact on student-teacher interactions, and vice versa. We therefore examined bidirectional developmental links between student-teacher interactions and externalizing behavior of male adolescents placed in special education because of psychiatric disabilities. Participants were 584 adolescents (M[subscript age] = 15.0 years, SD = 1.7) and their teachers from 14 Dutch special education schools. At 3 time points, student-reports of student-teacher interactions and teacher-reports of adolescents' externalizing behavior were collected. Using autoregressive cross-lagged models, results indicate that externalizing behavior predicted decreases in supportive interactions (ß = -0.09, p = 0.02), but not in negative interactions. Student-teacher interactions did not show a significant influence on externalizing behavior. Our results highlight externalizing behavior as an important target for interventions intended to improve student-teacher interactions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01