Examining Student-teacher Relationship from Students’ Point of View: Italian Adaptation and Validation of the Young Children’s Appraisal of Teacher Support Questionnaire

Longobardi, Claudio; Gastaldi, Francesca Giovanna Maria; Prino, Laura Elvira; Pasta, Tiziana; Settanni, Michele

doi:10.2174/1874350101609010176

Cited by 23 publications

(24 citation statements)

References 52 publications

(54 reference statements)

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“…The effects of ADHD are not confined to the individual alone, but go beyond and can affect his/her immediate social context, especially the school and family context. In the school setting, the student–teacher relationship was significant in preventing students’ risk of school failure or hyperactive–impulsive behaviors both in typically developed children ( Longobardi et al, 2016a , b ) and ADHD children ( Rogers et al, 2015 ; Prino et al, 2016 ). In the family context, on the other hand, ADHD is commonly associated with elevated levels of parenting stress because the parents’ perceptions of the demands of their role as parents exceed their resources to cope with them.…”

Section: Introductionmentioning

confidence: 99%

Child/Adolescent’s ADHD and Parenting Stress: The Mediating Role of Family Impact and Conduct Problems

et al. 2017

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Objective: The demands of parenting are usually associated with some stress, and elevated levels of stress may affect the parent–child relationships and parenting practices. This is especially the case of families where children have special needs conditions or disorders, like Attention Deficit Hyperactivity Disorder (ADHD).Method: This study examined parenting stress among mothers of children and adolescents with ADHD. The sample comprised 126 mothers of girls (36; 29%) and boys (90; 71%) aged 6–17 years old.Results: Mothers reported their own stress levels as well as the children and adolescents’ variables (severity of their ADHD symptoms, conduct, and emotional problems) and family–contextual variables (negative impact on family’s social life, impact on couple relationship, and perceived social support). Hierarchical multiple regression showed that (a) negative impact on social life and conduct problems were the strongest predictors of mother’s stress. Bootstrap mediation analyses revealed that (b) the association between child and adolescent’s ADHD and parenting stress was mediated by children’s conduct problems and by negative impact on family’s social life, and not by children’s emotional problems nor by mother’s perceived social support. The mediation analysis also suggested (c) a pathway from child/adolescent’s ADHD through children’s conduct problems and then through their negative impact on family’s social life to mother’s parenting stress.Conclusion: These results suggest that both child/adolescent’s and family factors should be considered in the designing of interventions for reducing parenting stress in families of children and adolescents with ADHD.

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Section: Introductionmentioning

confidence: 99%

Child/Adolescent’s ADHD and Parenting Stress: The Mediating Role of Family Impact and Conduct Problems

et al. 2017

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“…In fact, those students with less positive feelings toward and reliance on their teachers tend to display fewer prosocial behaviors, more conduct problems and more hyperactivity/inattention (Longobardi et al, 2016b ). However, students who describe the relationship with the teacher as marked by warmth and closeness tend to show more attitudes of openness toward others and prosociality (Longobardi et al, 2016a ). Therefore, there is a relationship between conflict in the student-teacher relationship and the manifestation of behavioral or conduct problems (Longobardi et al, 2016a ).…”

Section: Introductionmentioning

confidence: 99%

“…However, students who describe the relationship with the teacher as marked by warmth and closeness tend to show more attitudes of openness toward others and prosociality (Longobardi et al, 2016a ). Therefore, there is a relationship between conflict in the student-teacher relationship and the manifestation of behavioral or conduct problems (Longobardi et al, 2016a ).…”

Section: Introductionmentioning

confidence: 99%

How Individual and Contextual Factors Affects Antisocial and Delinquent Behaviors: A Comparison between Young Offenders, Adolescents at Risk of Social Exclusion, and a Community Sample

et al. 2017

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The problems associated with violence during adolescence have been on the rise in recent decades. Many studies have focused only on environmental causes or individual causes of violence, although a combination of both variables would seem to be the best option for prediction. The current study aims to assess the relevance of individual characteristics (personality traits, intelligence, and historical and clinical factors linked to the risk of violence), contextual risk factors and protective factors in explaining antisocial and delinquent behaviors in adolescence by comparing three different samples: a community sample, a sample at risk of social exclusion, and a sample of juvenile offenders. The results show that the samples at risk of social exclusion and the sample of juvenile offenders have a very similar profile in terms of personality traits and intelligence, although they differ from the community sample. However, these two samples do differ in such contextual variables as peer delinquency, poor parental management, community disorganization, or early caregiver disruption.

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“…The aim of this study is to consider the effects of the quality of the student-teacher relationship in the presence of a child with SM in the classroom. To minimize the potential detrimental effects of SM on children's social relationships, behavior, and academic achievement, it is essential that school-based practitioners and teachers consider the importance of relational aspects as a protective factor in the development of these children (Longobardi, Gastaldi, Prino, Pasta, & Settanni, 2016;Longobardi, Iotti, Jungert, & Settanni, 2018).…”

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confidence: 99%

The student–teacher relationship quality in children with selective mutism

Longobardi

Badenes‐Ribera

Gastaldi

et al. 2018

Psychology in the Schools

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Selective mutism (SM) is a rare anxiety disorder that compromises children's daily life during critical periods of early development. Because school is a prime context for the manifestation of the disorder, the aim of this study was to investigate the quality of the student–teacher relationship and its effects on behavior and work, and on social and relational skills. The sample consisted of 75 children—15 were affected by SM, with 60 in the control group—and 15 teachers. The results showed greater difficulty on the teacher's part to establish a relationship based on affective closeness with a child affected by SM, compared to that with unaffected children. Nevertheless, an encouraging picture emerges of the inclusion and integration of the child with SM among peers and therefore in the class group.

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Examining Student-teacher Relationship from Students’ Point of View: Italian Adaptation and Validation of the Young Children’s Appraisal of Teacher Support Questionnaire

Abstract: Abstract:Background:

Cited by 23 publications

References 52 publications

Child/Adolescent’s ADHD and Parenting Stress: The Mediating Role of Family Impact and Conduct Problems

Child/Adolescent’s ADHD and Parenting Stress: The Mediating Role of Family Impact and Conduct Problems

How Individual and Contextual Factors Affects Antisocial and Delinquent Behaviors: A Comparison between Young Offenders, Adolescents at Risk of Social Exclusion, and a Community Sample

The student–teacher relationship quality in children with selective mutism

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