A longitudinal study of student–teacher relationship quality, difficult temperament, and risky behavior from childhood to early adolescence

Abstract

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 4 1/2 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.

Assessments of Student–Teacher Relationships in Residential Treatment Center Schools

“…Findings from the Doumen et al (2008) study with kindergarten children suggest that teacher-child conflict and aggression are reciprocally related. There is also evidence that children low in self-regulation and high in anger and frustration have more conflict and less closeness in relationships with teachers in middle school (reported by teachers; Rudasill et al, 2010). To the extent that perceptions of trauma symptomology reflect negative affect and difficulties with regulation (Kennedy & Kennedy, 2004;Schore, 2001), this study supports the notion that some children may be more likely to assess relationships with teachers negatively.…”

“…For example, children's relationships with their kindergarten teachers predict grades and standardized-test scores through fourth grade, and positive student-teacher relationships are associated with fewer disciplinary actions and increased work habits through middle school (Hamre & Pianta, 2001). In middle school, students' perceived teacher support has corresponded to increases in self-esteem and decreases in depressive symptoms (Reddy et al, 2003), and teachers' ratings of relationship quality has been linked to student risky behavior (Rudasill, Reio, Stipanovic, & Taylor, 2010). In high school, feelings of relatedness with teachers are associated with positive school attitudes, including motivation, success expectations, and interest in school (Roeser, Eccles, & Sameroff, 1998;Wentzel et al, 2010), as well as improved achievement and self-esteem (Martin, Marsh, McInerny, Green, & Dowson, 2007) and fewer depressive symptoms (Pössel et al, 2013).…”

Teacher support mediates concurrent and longitudinal associations between temperament and mild depressive symptoms in sixth grade

“…Similarly, individuals with more difficult temperament (e.g. higher anger and lower inhibitory control) at preschool age had more conflict in relationships with teachers in late elementary and early middle school grades (Rudasill et al, 2010). However, DiLalla, Marcus, and Wright-Phillips (2004) did not find a long-term association between negative emotionality at preschool age and STR quality six to eight years later.…”

“…There is ample evidence linking children's temperament with depressive symptoms (Compas, Connor-Smith, & Jaser, 2004), as well as emerging research linking children's temperament to teachers' perceptions of student teacher relationship (STR) quality in childhood and early adolescence (Rudasill & Rimm-Kaufman, 2009;Rudasill, Reio, Stipanovic, & Taylor, 2010). However, there has not been work on the combined contributions of children's temperament and teacher support (both student and teacher reports) to depressive symptoms in early adolescence.…”

Teacher motivation as an enhancement to the first step to success early intervention program for children with tertiary level behavioral challenges.

“…Gender has been demonstrated to playa role in that relationship, with teachers. reporting more conflict and less closeness with boys than girls (Rudasill, 2011;Rudasill, Reio, Stipanovic, & Taylor, 2010;Rudasill & Rimm-Kaufman, 2009). Evidence of this difference is found at school entry as teachers rate girls higher on ratings of closeness than they do boys.…”