The purpose of this investigation was to examine associations between different child characteristics and conflict, closeness, and dependency within teacher-student relationships. The participants were primarily students of color from lower socioeconomic status backgrounds in a large urban school district. The strength of associations between student demographic variables, academic orientations, behavioral orientations, and aspects of teacher-student relationships was examined. Findings indicated that these variables accounted for a significant amount of variance in teacher ratings of conflict and dependency in teacher-student relationships. Externalizing and internalizing symptomology demonstrated the strongest associations with the conflict and dependency relationship constructs. Preliminary implications of these findings for teachers and school psychologists are explored. © 2004 Wiley Periodicals, Inc.The influence of social relationships on human development has been studied with increasing intensity in recent years (Sameroff, Bartko, Baldwin, Baldwin, & Seifer, 1998;Yates, Egeland, & Sroufe, 2003). This growing body of research suggests that parenting practices, caregiver-child attachment relationships, and peer relationships have important implications for children's social, emotional, and academic development. Although there is increased awareness of the importance of socially supportive relationships in general, only recently have researchers begun to explore the impact that teacher-child relationships have on children's adjustment (Howes, Hamilton, & Matheson, 1994;Pianta, 1994Pianta, , 1999Pianta, & Steinberg, 1992).Empirical support for the importance of these relationships derives from three main sources. First, having a supportive relationship with an adult outside of the immediate family has been associated with positive adjustment among children and youth at risk of experiencing negative outcomes (Baker, 1998;Werner & Smith, 1989). According to this perspective, supportive teacherchild relationships serve a protective or buffering function and can promote adaptation despite adversity. Second, correlational and longitudinal investigations have shown that teacher-student relationships are associated with children's social, behavioral, and academic adjustment within the contexts of schools regardless of child risk status (Birch & Ladd, 1997;Hamre, & Pianta, 2001;Murray & Greenberg, 2001;Pianta, 1994). A third area of research has focused on the importance of children's relatedness with teachers as one aspect of an overall self-systems processes model (Connell & Wellborn, 1991). This work suggests that supportive teacher-child relationships characterized by emotional accessibility and involvement fulfill a basic psychological need and promote self-determination. From this perspective, positive relationships with teachers have been associated with intrinsic motivation and active engagement in school related activities (Connell & Wellborn, 1991;Deci, Vallerand, Pelletier, & Ryan, 1991;Feldlaufer, Midgley...
This investigation examines teacher and child perceptions of teacher-child relationships and early school adjustment among children (N = 157) in low-income urban schools. Consistent with prior research, findings indicated that teacher-child relationships were associated with early school adjustment; however, the strength of this association varied depending on perspective (i.e., teacher vs. student) and by student characteristic. Associations between predictor and criterion variables were stronger for within-rater perspectives than across raters. Children's race moderated the association between teacher-child relationships and early school adjustment when examining data from the same source (i.e., teacher) and across raters (i.e., teacher and student). Gender did not moderate these associations. The implications of these findings for future research focused on understanding teacher-child relationships are discussed. C 2008 Wiley Periodicals, Inc.
September 11 brought increased awareness that even the threat of chemical and biological terrorism can overwhelm this country's health care system. Belief in exposure to toxic agents, even when none is documented, is not uncommon in crisis and merits vigilant health care evaluation and services. This study examined risk factors (demographics, physical symptoms, clinical diagnosis, exposures, and health status) for belief in exposure to potential terrorist agents (nerve or mustard gas) using a large sample of Gulf War veterans who reported belief in exposure to nerve or mustard gas. We found that females, nonwhites, and those who were older (age 32 to 61 years) were more likely to report exposure. When adjusting for demographics and military service, these veterans reported more exposures (nonnerve or mustard gas) to potentially toxic agents and traumatic events (odds ratio [OR], 6.80; p<.001), reported more physical symptoms during the Gulf War (OR, 2.38; p<.001), were more likely to be diagnosed with a mental disorder (OR, 1.72; p<.001), and reported poorer current health status (OR, 3.47 to 1.22; p<.001). Not unlike previously reported studies of disasters, traumatic exposures, or risk exposures, belief in exposure to toxic agents suggests that certain people are at a greater health care risk. This knowledge will aid in better responding to rapid demands that may be placed on our health care delivery systems in times of potential terrorist activity.
This study examines the relationship among levels of spirituality, religiosity, shame, and guilt on sexual attitudes and experiences. A convenience sample that included graduate and undergraduate students (N = 176; mean age = 37) completed a five-factor measure of personality as well as measures of spirituality, religiosity, shame, guilt, and sexual attitudes and experiences. Spirituality was negatively correlated with sexual permissiveness, and engaging in high risk sex. The moral emotion of shame increased when people had multiple sex partners within the past three months while those more spiritual or connected to God were less likely to have had sex after use of alcohol and/or drugs. Also, the more often someone attended religious services the less likely they were to have had multiple partners within the past three months. A sense of alienation from God predicted shame and guilt, but shame and guilt themselves did not predict sexual practices. These findings suggest that sexual attitudes and experiences are related to both spirituality and religious practices independently of personality, whereas they have no relationship to shame and guilt.
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