期刊
JOURNAL OF SCHOOL PSYCHOLOGY
卷 43, 期 1, 页码 39-60出版社
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.jsp.2004.11.003
关键词
teacher-child relationship; externalizing behavior; school transition; trajectories; classroom behavior
The unique and interactive contributions of past externalizing behavior, negative parenting, and teacher-child relationship quality to externalizing behavior trajectories after the transition to school were examined. In a sample of 283 children, random regression analyses indicated that conflict in the teacher-child relationship during the school transition contributed to faster rates of increase in externalizing behavior from kindergarten through third grade above and beyond negative parenting and initial levels of externalizing behavior. A significant interaction between teacher-child closeness and the externalizing behavior intercept indicated that decreases in externalizing behavior were associated with teacher-child closeness, especially for children with the highest levels of extemalizing behavior upon school entry. Family socioeconomic status and initial levels of classroom extemalizing behavior in kindergarten were also significant contributors to the prediction of extemalizing behavior trajectories. (C) 2005 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
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