6533b857fe1ef96bd12b5140
RESEARCH PRODUCT
Cross-lagged associations between problem behaviors and teacher-student relationships in early adolescence
Bridget K. HamreMarja-kristiina LerkkanenPoikkeus Anna-maijaEija PakarinenRiitta-leena MetsäpeltoJari-erik NurmiGintautas Silinskassubject
Sociology and Political ScienceEarly adolescencemedia_common.quotation_subjectClosenesseducationAcademic achievementteacher-student relationshipsmiddle childhoodDevelopmental psychologyprimary schoolCorrelationTransactional leadershipReading (process)Developmental and Educational Psychologymoderator effectsta5160501 psychology and cognitive sciencesinternalizing problemsLife-span and Life-course Studiesopettaja-oppilassuhdeta515At-risk studentsmedia_commonnuoret aikuisetexternalizing problems05 social sciences050301 educationModerationkäyttäytymishäiriötnuoruusPsychology0503 educationSocial Sciences (miscellaneous)050104 developmental & child psychologydescription
This study investigated the cross-lagged associations between teacher-student relationships and problem behaviors in a sample of 440 Finnish students (half of them identified as being at risk of reading difficulties). The degree to which these associations were moderated by a child’s gender, academic performance, risk for reading difficulties, parental education, and having the same teacher over 2 years was examined. The teachers evaluated the students’ problem behaviors and reported closeness and conflict with a particular student. The results showed that the higher the students scored on externalizing problems in Grade 4, the more conflict teachers reported 2 years later. Moderator analyses revealed that internalizing problems predicted higher levels of closeness for boys only. Conflict predicted internalizing problems among students who had the same teacher across the 2 years. The results emphasize the importance of investigating the transactional links in different subgroups.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2017-06-19 |