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1.
The purpose of the present study was to investigate the existing transactional associations between mother–child conflict and the child’s internalising and externalising problems. To this end, longitudinal data were used, covering ages 7–15. The sample consisted of 1,136 mothers and their children who participated in the National Institute of Child Health and Human Development longitudinal study. The current analysis employs the Autoregressive Latent Trajectory (ALT) model that enables the simultaneous investigation of (1) the developmental stability, (2) the developmental change, (3) the longitudinal inter-relations, (4) the time-specific associations and (5) the directionality of the relations among the variables under examination. It was found that mother–child conflict increased across time and externalising problems decreased from childhood to adolescence, while internalising problems showed intra-individual stability. Further, mother–daughter conflict increased at a higher rate than mother–son conflict. The cross-lagged regressions suggested that the association between conflict and externalising problems is bi-directional from age 7 to age 9. However, a child effect was found from age 9 to age 15, in that the child’s externalising problems continually influenced mother–child conflict but not the other way around. In contrast, the association between internalising problems and conflict was limited to cross-sectional and overtime associations suggesting that the association between internalising problems and conflict is mostly due to the co-variation between them.  相似文献   

2.
Teacher–child relationships in early childhood are a crucial prerequisite for children's emotional, social and academic development. Therefore, it is important to be able to measure accurately the quality of interactions among them. The Student–Teacher Relationship Scale (STRS) is a widely accepted instrument in measuring the quality of teacher–child relationships. The purpose of this study was to examine the adapted STRS in the German early childhood education settings and to investigate it's associations with children's pro-social and problematic behaviour. Seventy-eight preschool teachers rated the quality of their relationships with 153 children aged 2–7 years and their pro-social and problematic behaviour. An explorative factor analysis revealed three consistent factors: closeness, conflict and dependency. The former inconsistent dependency scale showed good internal consistency. The item constellation was the same as of the adapted STRS. As expected preschool teachers rated girls closer compared to boys. Closeness was positive associated with pro-social behaviour and conflict and dependency was positive correlated with externalising behaviour. The results of this study support the reliability and validity of the adapted STRS in the German kindergarten context.  相似文献   

3.
This study examined the perception of children’s internalising and externalising behaviours by Russian teachers, mothers and school psychologists. The participants rated their agreement about the causes, seriousness and recommended interventions for the problem behaviour of a fictitious girl/boy described in two vignettes. Mixed ANOVAs indicated that all the respondents attributed externalising behaviours to social causes to a greater degree than internalising behaviours. Compared to mothers and psychologists, teachers perceived both types of behaviours as more serious; however, they downplayed their own role in the child’s problems. Psychological help was more popular among school psychologists than among mothers. Correlational analyses demonstrated problem- and respondent-specific associations between casual attributions and recommended interventions. Implications for educational practice are discussed.  相似文献   

4.
Teachers play a key role in creating effective conditions for students to succeed in school. The quality of student–teacher relationships is consistently associated with social, emotional, behavioural and academic adjustment, and this is even more relevant for students with special educational needs (SEN), considering these students’ emotional, social and learning vulnerabilities. This study aimed to examine the associations between students’ externalising and internalising behaviour, social skills and academic performance, and teachers’ perceptions of conflict and closeness in their relationships with students with and without SEN. Data regarding 360 students in Year 3, Year 5 and Year 7 (169 students with SEN) were collected. Teachers (n = 74) reported on the student–teacher relationship and students’ social skills, behaviour problems and academic performance. Special education teachers (n = 38) provided information regarding the diagnosis and profile of functioning of students with SEN. Results showed that teachers’ reports of students’ social skills and externalising problems were the strongest predictors of closeness and conflict. Internalising problems and SEN status also predicted decreased closeness, despite smaller effects. Taken together, findings support the importance of professional development opportunities focusing on facilitating teachers’ relationships with students with perceived challenging behaviour.  相似文献   

5.
Questions of how best to support both children’s emotional well-being and behaviour in schools are pervasive. The efficacy of an intervention planning tool to support internalising and externalising emotional needs and promote early intervention was explored in a small-scale case study. Adults were trained in two primary schools to carry out the intervention planning tool which they did with a total of 12 children. The intervention planning tool was based on principles of multi-element plans (MEPS) and target-monitoring and evaluation (TME). Data from scaling (TME), the Strengths and Difficulties Questionnaire, a questionnaire based on the School Children’s Happiness Inventory (SCHI), and interviews with school staff and children were analysed using statistical and thematic analyses. Findings indicated that the intervention planning tool supported positive outcomes overall for the children, and that while some barriers were identified, several unexpected advantages were also revealed.  相似文献   

6.
The present study examined the concurrent contributions of parent–child and teacher–child relationship quality to Turkish children’s antisocial behaviour, with a specific focus on the moderating role of teacher–child relationships (closeness and conflict) on parent–child relationships when predicting antisocial behaviour. Participants were 94 children (56 boys) with mean age of 7.05 years (SD = .88) enrolled in 24 classrooms from five elementary schools in a suburban school district in Turkey. Mothers reported on their relationship with children and teachers reported on their relationships with children as well as children’s antisocial behaviour. SAS PROC MIXED was used to test hierarchical regression models of children nested within classrooms. Results showed that teacher–child conflict moderated the association between parent–child conflict and children’s antisocial behaviour. Such that, higher parent–child conflict was related to higher levels of antisocial behaviour at the context of higher levels of teacher–child conflict. In addition, teacher–child closeness also moderated the association between parent–child conflict and children’s antisocial behaviour. Such that when teacher–child closeness was at average or high levels, lower levels of parent–child conflict was related to lower levels of antisocial behaviour. Teacher–child conflict was positively associated with children’s antisocial behaviour. Limitations and future directions of the current study are discussed.  相似文献   

7.
This longitudinal study examines the teacher-perceived effect of a school-based intervention (i.e. Playing-2-gether) targeting teacher–child interactions to reduce externalising problem behaviour (EPB) amongst preschoolers. Boys with the highest score for EPB in the classroom and their teacher participated in the study. Teacher–child dyads (N = 175) from 46 schools were randomly assigned to an intervention or a control (i.e. education as usual) condition. Teacher-rated questionnaires were collected before, during and after the implementation of the intervention. The results of latent growth modelling indicated that intervention boys, compared with control boys, showed a larger decrease in EPB.  相似文献   

8.
A sample of 575 secondary school students aged 11–15 years was administered a checklist on experiences of bullying, then divided into groups of victims, witnesses and not exposed, and by gender. Participants completed the Strengths and Difficulties Questionnaire on psychosocial adjustment. Victims and witnesses completed another questionnaire on the extent to which they would endorse retaliation/vengeance and avoidance towards the perpetrator. Girls reported being victimised significantly more than boys. Amongst victims, boys scored higher than girls on desire for retaliation/vengeance and on externalising behaviours; girls scored higher on internalising behaviour. Experience of bullying victimisation, rather than merely witnessing it or not being exposed to it, was associated with internalising behaviours for both boys and girls. These measures of psychosocial adjustment were associated with the desire for retaliation/vengeance. Implications are discussed of the links between gender, exposure to bullying, reactions and psychosocial adjustment of secondary school children.  相似文献   

9.
This investigation used structural equation modeling to examine sources of children's reading, vocabulary, general information, mathematics, and letter recognition skills upon entrance to kindergarten. Potential predictors included ethnicity, gender, child IQ, family literacy environment, maternal education, and months in child care centers. Family literacy environment had positive causal links with four of five academic measures. Greater number of months in child care centers was associated with higher mathematics scores among children from less educated mothers who scored low on a measure of family literacy environment. In contrast, no effects of child care were found for children from mothers with more education. Implications include the need for strong parental involvement in children's development and subsidized child care for children in need.  相似文献   

10.
Schools in areas of concentrated disadvantage tend to have below‐average attainment, but there is no consensus on why. Mental and behavioural disorders in children are correlated with socio‐economic disadvantage. This paper puts forward the hypothesis that the first phenomenon can at least partly be accounted for by the second phenomenon through the concept of ‘collateral impact’ – collateral impact refers to the effect of externalising or internalising behaviour by a pupil on other pupils' learning and attainment. The argument developing the hypothesis is presented. An analysis of where evidence to support the hypothesis is most likely to be found identifies primary schools in areas of concentrated disadvantage, although testing of the proposed hypothesis would best be conducted by independent researchers to pre‐empt questions of confirmability. Potential implications for policy and practice are discussed, particularly managing difficult group behaviour in primary schools.  相似文献   

11.
This study examined the effects of a computer‐assisted social skills intervention on the social competence and behaviour adjustment of students with special needs. The sample consisted of 114 male students, divided into two groups: 52 students with learning disabilities (LD) (mean age = 12.23; SD = 1.12) and 62 students with behaviour disorders (BD) (mean age = 12.53; SD = 1.34). The students were trained with the “I Found a Solution” computer‐assisted social skill package. The intervention consisted of the computer‐assisted program and teacher‐guided work. Each student was assessed, before and after the training, on: teacher‐rated self‐control and maladjusted behaviours, peer‐rated social acceptance and self‐rated loneliness. Through conceptualisation based on the students’ loneliness and externalising maladjustment, four subgroups were identified: (a) relatively adjusted students; (b) externalising and not‐lonely students; (c) lonely and non‐externalising students; and (d) lonely and externalising students. The analyses included subgroups b, c and d, excluding the relatively adjusted subgroup, adding up to a sample of 83 students (35 students with learning disabilities and 48 students with behaviour disorders). A series of two‐way ANOVAs with repeated measures (grouping by subgrouping, with pre‐/post‐training scores as the repeated measures) revealed that following training, students in both groups felt less lonely and were more accepted by peers. Teachers rated them as demonstrating higher levels of self‐control and decreased externalising and internalising maladjustment. The differential impact of the training between groups (LD/BD) and among subgroups (b/c/d) highlighted the significance of the subtyping approach for understanding the children's social learning profiles and for directing effective social skill programming.  相似文献   

12.
This study examined the relationships among teachers’ perceptions of students’ behavioural problems and their own efficacy and psychological symptoms. Findings suggested that teachers were more bothered by externalising (i.e., acting out) than internalising (i.e., withdrawal, depression) behavioural problems in their students, and believed that students had greater control over externalising behavioural problems. In addition teachers’ personal teaching efficacy contributed significantly to the prediction of how bothersome internalising behavioural problems were perceived as being. Further, teachers’ personal and general teaching efficacy both contributed significantly to the prediction of teachers’ perceptions of student control over externalising behavioural problems. These findings may have particular relevance to interventions addressing students’ behavioural problems in the classroom.  相似文献   

13.
Research suggests that a childhood diagnosis of Autism Spectrum Disorder (ASD) or Attention Deficit Hyperactivity Disorder (ADHD) is associated with poorer teacher–child relationship quality and higher rates of externalising behaviours. It is proposed that the socio-emotional problems experienced by those children with ASD and/or ADHD lead to poor teacher–child relationship quality and an increase in externalising behaviours. It is also proposed that self-regulation skills and language ability may mediate these relationships. Data from the Longitudinal Study of Australian Children (LSAC) from 5107 participants whose ages ranged from 2 to 3, 6 to 7 and 10 to 11 years were used for these analyses. Outcome variables were teacher–child relationship quality and externalising behaviours. There were direct effects between ADHD/ASD and externalising behaviours (SDQ). Externalising behaviours were also fully mediated by self-regulation. All other models showed significant partial mediation. Findings suggest that language was not significantly related to either outcome variable. These results support the conclusion that self-regulation is a protective factor for those diagnosed with ASD and other disorders with associated socio-emotional problems such as ADHD. Results also suggest that a focus on self-regulation skills in educational programs has the potential to improve socio-relational outcomes for all children with socio-emotional difficulties.  相似文献   

14.
In this Norwegian study, bidirectional relations between children's behavior problems and child–teacher conflict and closeness were examined, and the possibility of moderation of these associations by child‐care group size was tested. Eight hundred and nineteen 4‐year‐old children were followed up in first grade. Results revealed reciprocal effects linking child–teacher conflict and behavior problems. Effects of child–teacher closeness on later behavior problems were moderated by group size: For children in small groups only (i.e., ≤ 15 children), greater closeness predicted reduced behavior problems in first grade. In consequence, stability of behavior problems was greater in larger than in smaller groups. Results are discussed in light of regulatory mechanisms and social learning theory, with possible implications for organization of child care.  相似文献   

15.
Previous studies have found significant differences between the classroom behaviour of boys and girls. Most are within a single broad cultural context and little work has been done within an Arabic/Kuwaiti one. The main aim was to investigate the differences in behaviour between boys and girls in Kuwait primary schools. Data were collected that provided comparisons across questionnaires between parent and teacher returns for over 430 students. Separate teacher observations of students (n = 671) and classroom researcher observations were also obtained. Significant differences were found across the scales, indicating higher levels of externalising misbehaviour among boys than girls. A comparison with three studies conducted in other cultural contexts using the same strengths and difficulties instrument as used in this study found similarities and differences in results between the behaviour of boys and girls.  相似文献   

16.
The purpose of this research is to explore the dynamics of cortisol regulation in the context of center-based child care by examining the impact of social context (large classroom vs. small group) and relationship quality with caregivers (conflict with mothers and teachers). We extend the research on children's physiologic stress system functioning in center-based child care by focusing on morning cortisol levels among young children living in poverty. While in high-quality center-based child care, children's cortisol levels decreased over the course of the morning—a result that contrasts with findings in previous research with middle-class children, for whom cortisol typically increased over the course of the day while attending center-based child care. Cortisol levels were further reduced when children were moved from a large classroom environment to a small group context. Relationship conflict with mothers and teachers moderated these effects. Children who had high conflict with their mother exhibited cortisol levels that remained higher (decreased less) over the course of the morning, and children who had high conflict with their teacher exhibited cortisol levels that remained higher (decreased less) in response to the small group context. These results indicate that high-quality child care has the potential to support reduced stress among children living in poverty, at least as indicated by adrenocortical activity.  相似文献   

17.
Data from 508 Caucasian children in the NICHD Study of Early Child Care and Youth Development shows that the DRD4 (but not 5‐HTTLPR) polymorphism moderates the effect of child‐care quality (but not quantity or type) on caregiver‐reported externalizing problems at 54 months and in kindergarten and teacher‐reported social skills at kindergarten and first grade—but not thereafter. Only children carrying the 7‐repeat allele proved susceptible to quality‐of‐care effects. The behavior–problem interactions proved more consistent with diathesis‐stress than differential‐susceptibility thinking, whereas the reverse was true of the social‐skills' results. Finally, the discerned Gene × Environment interactions did not account for previously reported parallel ones involving difficult temperament in infancy.  相似文献   

18.
The hypothesis was tested that the new open‐group Norwegian day‐care centers would more than traditionally organized centers negatively affect (a) current and (b) future teacher–child relationships, and (c) the developmental legacy of preschool problem behavior. The focus was on eight hundred and fifty 4‐year‐olds from 153 centers who were followed up in first grade. Results of this natural quasi‐experiment revealed that children from open‐group centers (a) experienced less teacher–child closeness in preschool and (b) more teacher–child conflict in first grade, and (c) that high levels of preschool problem behavior forecast especially high levels of future teacher–child conflict, but only for children from open‐group centers. Results highlight the importance of spatial and social organization of day care and their translational implications.  相似文献   

19.
Single mothers' perspectives on selecting child care reflect their experiences of the significance of parent–teacher collaboration in a Head Start context. Mothers spoke of their motivations for selecting child care, their experiences of their relationships with Head Start teachers, and how their self-development and learning were enhanced by interactions with Head Start staff. Such collaboration has positive effects for their children, their development as parents, and their development as individuals. Implications of their perspectives for teacher best practices are drawn.  相似文献   

20.
《Child development》2001,72(5):1478-1500
Data from the National Institute of Child Health and Human Development Study of Early Child Care were examined to determine how children's experiences in child care were related to peer competence at 24 and 36 months of age, after controlling for the effects of family and child characteristics. Peer competence was assessed using mother and caregiver ratings as well as observations of children with their peers in child care, and at 36 months from observations of dyadic play with a familiar peer. Consistent, albeit modest, relations were found between child-care experiences in the first 3 years of life and children's peer competencies. Positive, responsive caregiver behavior was the feature of child care most consistently associated with positive, skilled peer interaction in child care. Children with more experience in child-care settings with other children present were observed to be more positive and skilled in their peer play in child care, although their caregivers rated them as more negative with playmates. Children who spent more hours in child care were rated by their caregivers as more negative in peer play, but their observed peer play was not related to the quantity of care. Child-care experiences were not associated with peer competence as rated by mothers or as observed in dyadic play with a friend. Maternal sensitivity and children's cognitive and language competence predicted peer competence across all settings and informants, suggesting that family and child-care contexts may play different, but complementary roles in the development of early emerging individual differences in peer interaction.  相似文献   

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