In:
Research on Child and Adolescent Psychopathology, Springer Science and Business Media LLC, Vol. 51, No. 3 ( 2023-03), p. 331-342
Abstract:
Current evidence suggests that conflicted student-teacher relationships may increase behavior problems in children and vice-versa, but this may be due to confounding. We therefore analyzed their relation applying a within-person approach that adjusts for all time-invariant confounding effects, involving samples from Norway (n = 964, 50.9% females) and the USA (n = 1,150, 48.3% females) followed from age 4–12 years with similar measures. Increased parent-reported behavior problems forecasted increased student-teacher conflict to a similar extent in both countries (β = 0.07, p = . 010), whereas teacher-reported behavior problems predicted increased student-teacher conflict more strongly in Norway ( β = 0.14, p = .001) than in the US ( β = 0.08, p = .050). Increased teacher-child conflict also predicted increased parent-reported (β = 0.07, p = . 010), but not teacher-reported, behavior problems in both countries. Findings underscore the reciprocal relation between behavior problems and a conflictual student-teacher relationship.
Type of Medium:
Online Resource
ISSN:
2730-7166
,
2730-7174
DOI:
10.1007/s10802-022-00968-4
Language:
English
Publisher:
Springer Science and Business Media LLC
Publication Date:
2023
detail.hit.zdb_id:
3041907-4
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