Reciprocal Relations Between Student–Teacher Relationship and Children's Behavioral Problems: Moderation by Child‐Care Group Size

Abstract

In this Norwegian study, bidirectional relations between children's behavior problems and child–teacher conflict and closeness were examined, and the possibility of moderation of these associations by child‐care group size was tested. Eight hundred and nineteen 4‐year‐old children were followed up in first grade. Results revealed reciprocal effects linking child–teacher conflict and behavior problems. Effects of child–teacher closeness on later behavior problems were moderated by group size: For children in small groups only (i.e., ≤ 15 children), greater closeness predicted reduced behavior problems in first grade. In consequence, stability of behavior problems was greater in larger than in smaller groups. Results are discussed in light of regulatory mechanisms and social learning theory, with possible implications for organization of child care.

Cross-Lagged Associations Between Problem Behaviors and Teacher-Student Relationships in Early Adolescence

“…For example, Ly and Zhou (2016) showed in a sample of Chinese American immigrant children that teacher-rated externalizing problems negatively predicted child-perceived closeness. Skalická, Belsky et al (2015) demonstrated in a Norwegian sample that greater closeness in preschool predicted reduced externalizing problems in the first grade only for children in small groups. There are several reasons why the findings of the present study are different from those of some previous studies.…”

“…On the other hand, we examined the extent to which students' externalizing and internalizing problems predicted subsequent teacher-student closeness or conflict when controlling for autoregressive effects. We assumed to find transactional associations between teacher-perceived conflict and externalizing problems (Hypothesis 1; Roorda et al, 2014;Skalická, Belsky et al, 2015;Zhang and Sun, 2011). We also assumed to find negative predictive effects from externalizing problems (Hypothesis 2a; Nurmi, 2012) and from internalizing problems (Hypothesis 2b; Arbeau & al, 2010;Rudasill, 2011) to teacher-perceived closeness.…”

Promoting Children’s Healthy Social-Emotional Growth: Dialogue Journal

“…A coherent and strong relationship between the student and the teacher allows for a safe and secure environment for the student to explore and develop their academic capabilities, recognize their emotions and establish positive relationships with their peers (Hamre & Pianta, 2006). For example, Skalicka and colleagues (Skalicka, Stenseng, Belsky, & Wichstrom, 2015) studied the association between student-teacher relationships and behavioural problems of children in 819 4-year-old children until first grade. They found that greater student-teacher rapport indicated fewer behavioural problems in students in small groups compared to poor student-teacher relationships.…”

Class Collective Efficacy and Class Size as Moderators of the Relationship between Junior Middle School Students’ Externalizing Behavior and Academic Engagement: A Multilevel Study

“…Hanushek (1999) reviewed 276 studies and determined that 14% of the studies indicated that smaller class sizes contribute to more favorable learning behaviors, 14% indicated the opposite, and 72% indicated that smaller class sizes contribute to neither fewer nor more learning behaviors. Some studies have suggested that the relationship between class size and academic engagement is country and context specific (Skalická et al, 2015; Yamamori et al, 2017). For example, a recent study identified a positive significant relationship between class size and reading achievement in Germany and a negative significant relationship between class size and reading achievement in Romania (across years); however, the relationship between class size and reading achievement was non-significant across eight European countries (Yamamori et al, 2017).…”