Depressive and anxious symptoms and teacher-child dependency and conflict in early childhood

Zatto, Brenna R.L.; Hoglund, Wendy L. G.

doi:10.1016/j.jsp.2021.12.004

Cited by 1 publication

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“…High teacher‐child relationship quality is also more prevalent among children who achieve academically, display positive affect, and are self‐reliant (Rudasill & Rimm‐Kaufman, 2009; Sabol & Pianta, 2012). In addition, a number of studies have documented how children's internalizing and externalizing symptoms are concurrently (Jellesma et al., 2015; Sette et al., 2013; Zee & Koomen, 2017; Zee & Roorda, 2018) and longitudinally (Mejia & Hoglund, 2016; Zatto & Hoglund, 2019, 2022; Zee et al., 2017) related to the quality of their teacher‐child relationships in early and middle childhood. Consistent with a developmental cascade model, researchers also have begun to examine how transactional associations between early socioemotional competencies and parent‐child relationships may contribute to children's later teacher‐child relationships (Heatly & Votruba‐Drzal, 2017; Zhang, 2011).…”

Section: Introductionmentioning

confidence: 99%

Predicting the development of dependency on the teacher in late childhood: The role of peer victimization and peer beliefs

Brigham

Troop‐Gordon

2022

Social Development

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Evidence indicates that being overly dependent on the teacher places children's academic and socioemotional development at risk. However, little is known about what predicts dependency on the teacher or how the quality of interactions occurring within the classroom peer system may impact how children relate to their teacher the following school year. The current study tested the proposition that peer victimization may result in negative perceptions of classmates (i.e., peer beliefs), leading to overreliance on teachers. Data were collected from 365 children in the fall and spring of their third/fourth grade year and the fall of their fourth/fifth grade year (195 girls; M age = 8.92 years; 86.8% white). Peer-reports of peer victimization and selfreports of peer beliefs were collected at each wave of the study. Teacher-reports of dependency were collected in the fall of the first and second years of the study. Path analyses showed that for boys peer victimization directly predicted higher levels of dependency on the next year's teacher, and, for boys and girls, peer victimization indirectly predicted dependency through lower levels of prosocial peer beliefs. Supplemental analyses assessing teacher-child conflict and closeness confirmed that findings were unique to dependency. These results underscore how children's perceptions of their classmates may contribute to dependency in their relationships with teachers and highlight the need for 598

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