Associations between Student-Teacher Bonds and Oppositional Behavior Against Teachers in Adolescence: A Longitudinal Analysis from Ages 11 to 15.
Child-teacher relationship
Cross-lagged effect
Oppositional behavior
Student-teacher bond
Journal
Journal of youth and adolescence
ISSN: 1573-6601
Titre abrégé: J Youth Adolesc
Pays: United States
ID NLM: 0333507
Informations de publication
Date de publication:
Oct 2022
Oct 2022
Historique:
received:
21
02
2021
accepted:
14
06
2022
pubmed:
29
6
2022
medline:
12
8
2022
entrez:
28
6
2022
Statut:
ppublish
Résumé
Prior research has found evidence for a positive effect of student-teacher bonds on children's behavior. However, little research has investigated these relations following a transactional model of child development. This study investigated the bidirectional associations between student-teacher relationships and oppositional behaviors towards teachers using the 'Zurich Project on the Social Development from Childhood to Adulthood' (n = 1527; median ages 11, 13 and 15; 49% female). Results of a random-intercept cross-lagged panel model suggested that, among boys, positive student-teacher bonds at age 13 were associated with fewer teacher-reported oppositional behaviors two years later. The results indicated that negative interactions with teachers may be part of vicious cycles of poor relationships and increased levels of oppositional behavior, particularly for boys in late adolescence.
Identifiants
pubmed: 35764714
doi: 10.1007/s10964-022-01645-x
pii: 10.1007/s10964-022-01645-x
pmc: PMC9363334
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
1997-2007Informations de copyright
© 2022. The Author(s).
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