A Longitudinal Study of Student-Teacher Relationship Quality, Difficult Temperament, and Risky Behavior from Childhood to Early Adolescence

Autor/inn/en	Rudasill, Kathleen Moritz; Reio, Thomas G., Jr.; Stipanovic, Natalie; Taylor, Jennifer E.
Titel	A Longitudinal Study of Student-Teacher Relationship Quality, Difficult Temperament, and Risky Behavior from Childhood to Early Adolescence
Quelle	In: Journal of School Psychology, 48 (2010) 5, S.389-412 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4405
DOI	10.1016/j.jsp.2010.05.001
Schlagwörter	Family Income; Structural Equation Models; Conflict; Early Adolescents; Personality; Longitudinal Studies; Teacher Student Relationship; Teacher Characteristics; Student Characteristics; Risk; Gender Differences; Services; Prediction; Correlation + Suchen Sie Ihr Suchwort? Familieneinkommen; Konflikt; Personalität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Teacher student relationships; Lehrer-Schüler-Beziehung; Risiko; Geschlechterkonflikt; Dienstleistung; Vorhersage; Korrelation
Abstract	This study examines the mediating role of student-teacher relationship quality (conflict and closeness) in grades 4, 5, and 6 on the relation between background characteristics, difficult temperament at age 41/2 and risky behavior in 6th grade. The longitudinal sample of participants (N = 1156) was from the NICHD Study of Early Child Care and Youth Development. Structural equation modeling was used to estimate paths from (a) background characteristics to student-teacher relationship quality and risky behavior, (b) temperament to student-teacher relationship quality and risky behavior, and (c) student-teacher relationship quality to risky behavior. Findings indicate that students' family income, gender, receipt of special services, and more difficult temperament were associated with risky behavior. In addition, student-teacher conflict was a mediator. Students with more difficult temperaments were more likely to report risky behavior and to have conflict in their relationships with teachers. More conflict predicted more risky behavior. Closer student-teacher relationships were associated with less risky behavior. Results suggest negative relationships, specifically student-teacher relationships, may increase the risk that certain adolescents will engage in risky behavior. (Contains 2 figures and 1 table) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10