TY - JOUR
T1 - Behavior problems in elementary school among low-income boys
T2 - The role of teacher–child relationships
AU - Collins, Brian Andrew
AU - O'Connor, Erin Eileen
AU - Supplee, Lauren
AU - Shaw, Daniel S.
N1 - Publisher Copyright:
© 2017 Taylor & Francis.
PY - 2017/1/2
Y1 - 2017/1/2
N2 - The authors identified trajectories of teacher–child relationship conflict and closeness from Grades 1 to 6, and associations between these trajectories and externalizing and internalizing behaviors at 11 years old among low-income, urban boys (N = 262). There were three main findings. Nagin cluster analyses indicated five trajectories for conflict with all children evidencing increases in conflict, and four trajectories for closeness with all children demonstrating decreases in closeness. Trajectories with higher levels of conflict and lower levels of closeness were associated with higher levels of externalizing and internalizing behavior problems at 11 years old. Moreover, conflictual teacher–child relationships exacerbated the effects of externalizing and internalizing behavior problems in early childhood; children with conflictual teacher–child relationships had higher levels of behavior problems in middle childhood relative to children with low conflictual teacher–child relationships. Implications of targeting teacher–child relationships as interventions to help prevent behavior problems are discussed.
AB - The authors identified trajectories of teacher–child relationship conflict and closeness from Grades 1 to 6, and associations between these trajectories and externalizing and internalizing behaviors at 11 years old among low-income, urban boys (N = 262). There were three main findings. Nagin cluster analyses indicated five trajectories for conflict with all children evidencing increases in conflict, and four trajectories for closeness with all children demonstrating decreases in closeness. Trajectories with higher levels of conflict and lower levels of closeness were associated with higher levels of externalizing and internalizing behavior problems at 11 years old. Moreover, conflictual teacher–child relationships exacerbated the effects of externalizing and internalizing behavior problems in early childhood; children with conflictual teacher–child relationships had higher levels of behavior problems in middle childhood relative to children with low conflictual teacher–child relationships. Implications of targeting teacher–child relationships as interventions to help prevent behavior problems are discussed.
KW - At-risk
KW - developmental trajectories
KW - externalizing behaviors
KW - internalizing behaviors
KW - teacher–child relationship
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U2 - 10.1080/00220671.2015.1039113
DO - 10.1080/00220671.2015.1039113
M3 - Article
AN - SCOPUS:84979672188
VL - 110
SP - 72
EP - 84
JO - Journal of Educational Research
JF - Journal of Educational Research
SN - 0022-0671
IS - 1
ER -