Developmental Commentary: Individual and Contextual Influences on Student-Teacher Relationships and Children's Early Problem Behaviors

Autor/inn/en	Myers, Sonya M.; Pianta, Robert C.
Titel	Developmental Commentary: Individual and Contextual Influences on Student-Teacher Relationships and Children's Early Problem Behaviors
Quelle	In: Journal of Clinical Child and Adolescent Psychology, 37 (2008) 3, S.600-608 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-4416
Schlagwörter	Behavior Problems; Student Behavior; Risk; Student Characteristics; Teacher Student Relationship; Intervention; Models; Student Adjustment; Teacher Attitudes; Individual Differences; Elementary Schools; Middle Schools + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Risiko; Teacher student relationships; Lehrer-Schüler-Beziehung; Analogiemodell; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Lehrerverhalten; Individueller Unterschied; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule
Abstract	Understanding factors associated with children's early behavioral difficulties is of vital importance to children's school success, and to the prevention of future behavior problems. Although biological factors can influence the expression of certain behaviors, the probability of children exhibiting classroom behavior problems is intensified when they are exposed to multiple risk factors, particularly negative student-teacher interactions. Children who exhibit behavior problems during early childhood and the transition to kindergarten, without intervention, can be placed on a developmental trajectory for serious behavior problems in later grades. Using a developmental systems model, this commentary provides a conceptual framework for understanding the contributions of individual and contextual factors to the development of early student-teacher relationships. Parent, teacher, and student characteristics are discussed as they are related to shaping student-teacher interactions and children's adjustment to school. (Contains 1 figure.) (As Provided).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10