Teachers' Perceptions of Conflict with Young Students: Looking beyond Problem Behaviors

Autor/inn/en	Hamre, Bridget K.; Pianta, Robert C.; Downer, Jason T.; Mashburn, Andrew J.
Titel	Teachers' Perceptions of Conflict with Young Students: Looking beyond Problem Behaviors
Quelle	In: Social Development, 17 (2008) 1, S.115-136 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0961-205X
DOI	10.1111/j.1467-9507.2007.00418.x
Schlagwörter	Teacher Attitudes; Preschool Teachers; Conflict; Behavior Problems; Preschool Children; Student Adjustment; Social Adjustment; Age Differences; Self Efficacy; Depression (Psychology); Teacher Student Relationship + Suchen Sie Ihr Suchwort? Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Konflikt; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Soziale Anpassung; Age; Difference; Age difference; Altersunterschied; Self-efficacy; Selbstwirksamkeit; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Teachers' judgments of relational conflict are unique indicators of children's academic and social adjustment. Using a large, hierarchically nested sample of preschoolers (N = 2282) and teachers (N = 597) this study examines the individual and classroom factors associated with teachers' ratings of conflict, both before and after adjusting for problem behaviors ratings. Over half of the variance in teachers' reports of conflict with children was explained by ratings of children's problem behaviors. However, many children had more (or less) conflict than predicted based on teacher-rated problem behavior. Older children were more likely to have conflictual relationships with teachers than expected based on their level of problem behavior. Furthermore, teachers who reported more depression and lower self-efficacy and teachers who were observed to provide less emotional support in the classroom tended to report more conflict with students in their classroom than expected based on levels of problem behaviors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10