The reciprocal relations between teachers' perceptions of children's behavior problems and teacher-child relationships in the first preschool year

Xiao ZHANG, Jin SUN

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33 Citations (Scopus)

Abstract

To examine the reciprocal relations between teacher-child relationships and children's behavior problems, the authors analyzed cross-lagged longitudinal data on teacher-child relationships and children's internalizing and externalizing problems using a structural equation modeling approach. The homeroom teachers of 105 first-year preschoolers aged 2-3 years filled in the Student-Teacher Relationship Scale and the Child Behavior Checklist/2-3, first at 3 months after the children's preschool entrance and then at the end of the first preschool year. Results showed significant cross-wave reciprocal relations between externalizing problems and teacher-child conflict and significant cross-wave relation from early internalizing problems to later teacher-child conflict. However, the cross-wave associations between internalizing and externalizing problems and teacher-child closeness were not significant. Copyright © 2011 Taylor & Francis Group, LLC.

Original languageEnglish
Pages (from-to)176-198
JournalJournal of Genetic Psychology
Volume172
Issue number2
DOIs
Publication statusPublished - 2011

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Citation

Zhang, X., & Sun, J. (2011). The reciprocal relations between teachers' perceptions of children's behavior problems and teacher-child relationships in the first preschool year. The Journal of Genetic Psychology, 172(2), 176-198. doi: 10.1080/00221325.2010.528077

Keywords

  • Externalizing problem
  • Internalizing problem
  • Reciprocal relationship
  • Teacher-child closeness
  • Teacher-child conflict