TY - JOUR
T1 - A longitudinal study of student-teacher relationship quality, difficult temperament, and risky behavior from childhood to early adolescence
AU - Rudasill, Kathleen Moritz
AU - Reio, Thomas G.
AU - Stipanovic, Natalie
AU - Taylor, Jennifer E.
N1 - Funding Information:
This study was conducted by the NICHD Early Child Care Research Network supported by NICHD through a cooperative agreement that calls for scientific collaboration between the grantees and the NICHD staff.
PY - 2010/10
Y1 - 2010/10
N2 - This study examines the mediating role of student-teacher relationship quality (conflict and closeness) in grades 4, 5, and 6 on the relation between background characteristics, difficult temperament at age 41/2 and risky behavior in 6th grade. The longitudinal sample of participants (N=1156) was from the NICHD Study of Early Child Care and Youth Development. Structural equation modeling was used to estimate paths from (a) background characteristics to student-teacher relationship quality and risky behavior, (b) temperament to student-teacher relationship quality and risky behavior, and (c) student-teacher relationship quality to risky behavior. Findings indicate that students' family income, gender, receipt of special services, and more difficult temperament were associated with risky behavior. In addition, student-teacher conflict was a mediator. Students with more difficult temperaments were more likely to report risky behavior and to have conflict in their relationships with teachers. More conflict predicted more risky behavior. Closer student-teacher relationships were associated with less risky behavior. Results suggest negative relationships, specifically student-teacher relationships, may increase the risk that certain adolescents will engage in risky behavior.
AB - This study examines the mediating role of student-teacher relationship quality (conflict and closeness) in grades 4, 5, and 6 on the relation between background characteristics, difficult temperament at age 41/2 and risky behavior in 6th grade. The longitudinal sample of participants (N=1156) was from the NICHD Study of Early Child Care and Youth Development. Structural equation modeling was used to estimate paths from (a) background characteristics to student-teacher relationship quality and risky behavior, (b) temperament to student-teacher relationship quality and risky behavior, and (c) student-teacher relationship quality to risky behavior. Findings indicate that students' family income, gender, receipt of special services, and more difficult temperament were associated with risky behavior. In addition, student-teacher conflict was a mediator. Students with more difficult temperaments were more likely to report risky behavior and to have conflict in their relationships with teachers. More conflict predicted more risky behavior. Closer student-teacher relationships were associated with less risky behavior. Results suggest negative relationships, specifically student-teacher relationships, may increase the risk that certain adolescents will engage in risky behavior.
KW - Adolescence
KW - Maladaptive risk-taking
KW - Structural equation modeling
KW - Student-teacher relationships
KW - Temperament
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U2 - 10.1016/j.jsp.2010.05.001
DO - 10.1016/j.jsp.2010.05.001
M3 - Article
C2 - 20728689
AN - SCOPUS:77955919870
VL - 48
SP - 389
EP - 412
JO - Journal of School Psychology
JF - Journal of School Psychology
SN - 0022-4405
IS - 5
ER -