Cross-lagged associations between problem behaviors and teacher-student relationships in early adolescence
Pakarinen, E., Silinskas, G., Hamre, B. K., Metsäpelto, R.-L., Lerkkanen, M.-K., Poikkeus, A.-M., & Nurmi, J.-E. (2018). Cross-lagged associations between problem behaviors and teacher-student relationships in early adolescence. Journal of Early Adolescence, 38(8), 1100-1141. https://doi.org/10.1177/0272431617714328
Published inJournal of Early Adolescence
© The Author(s) 2017.
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.
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Related funder(s)Academy of Finland
Funding program(s)Postdoctoral Researcher, AoF; Academy Project, AoF
Additional information about fundingThe author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This study was supported by a grant from the Academy of Finland to the first author (no. 277 299 for 2015-2017), to the second author (no. 296082 for 2016-2019), and other grants from the same funding agency (no. 263 891, 268 586).
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