Temperament and Language Skills as Predictors of Teacher-Child Relationship Quality in Preschool

Rudasill, Kathleen Moritz; Rimm‐Kaufman, Sara E.; Justice, Laura M.; Pence, Khara L.

doi:10.1207/s15566935eed1702_4

Cited by 124 publications

(24 citation statements)

References 27 publications

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“…Information on teacher education and experience with children was obtained in a separate questionnaire. Not including our CFA of the STRS with this sample [47], three earlier studies have used the full scale STRS with preschool samples (under age five) [48–50]. …”

Section: Methodsmentioning

confidence: 99%

Preschoolers’ Psychosocial Problems: In the Eyes of the Beholder? Adding Teacher Characteristics as Determinants of Discrepant Parent–Teacher Reports

Berg-Nielsen

Solheim

Belsky

et al. 2011

Child Psychiatry Hum Dev

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In this study, we explored informant characteristics as determinants of parent–teacher disagreement on preschoolers’ psychosocial problems. Teacher characteristics were included in the analyses, in addition to child and parent factors. Psychosocial problems of 732 4-year olds from a Norwegian community sample were assessed by parents and teachers (CBCL-TRF). Furthermore, teachers reported on their education, experience and relationship to the child. Parental stress and psychopathology were also measured. Teachers rated children considerably lower than their parents did, especially on internalizing problems. When teachers rated more child problems, this was strongly associated with conflict in the teacher–child relationship, which predicted disagreement more than other factors. The highest agreement was on boys’ externalizing problems. Girls’ behavior was rated much lower by teachers than boys’ behavior compared to parents’ ratings. Possible teacher perception biases are discussed, such as teacher–child conflict, non-identification of internalizing problems, and same-gender child preference.

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Section: Methodsmentioning

confidence: 99%

Preschoolers’ Psychosocial Problems: In the Eyes of the Beholder? Adding Teacher Characteristics as Determinants of Discrepant Parent–Teacher Reports

Berg-Nielsen

Solheim

Belsky

et al. 2011

Child Psychiatry Hum Dev

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“…Social relationship quality is another indicator of children's psychosocial adjustment within the social environment (Rudasill, Rimm-Kaufman, Justice, & Pence, 2006). In support of the proposed link between reciprocal peer dislike and social relationship quality, Abecassis et al (2002) found evidence that children's and adolescents' experiences of mutual peer dislike were associated with a number of social adjustment measures including aggression, social ineffectiveness, social withdrawal and isolation, depression, and lower levels of cooperation.…”

Section: Introductionmentioning

confidence: 94%

Reciprocal Peer Dislike and Psychosocial Adjustment in Childhood

Betts

Stiller

2013

Social Development

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Reciprocal peer dislike was examined as a predictor of school adjustment and social relationship quality. One hundred and fifty one (69 male and 74 female, Mage = 9.53, SDage = 1.87 years) children completed measures of school liking, loneliness, and friendship quality twice over three months. From ratings of the amount of time participants liked to spend with individual classmates, social network analyses were used to determine reciprocal peer dislike.Curvilinear regression analyses revealed that reciprocal peer dislike at Time 1 predicted changes in the children's loneliness and friendship quality assessed as help, security, and closeness over three months. The findings support the conclusion that reciprocal peer dislike predicts aspects of school adjustment and social relationship qualities.

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“…Also, the temperament variables were obtained via teacher report in childhood using items from the same instrument from which the peer and behavior problems variables were culled. Teacher reports of child temperament are common (Moritz Rudasill et al, 2006; Smith and Prior, 1995), but subjective ratings from a single teacher at a single time point do not fully capture children’s temperamental characteristics over development. As is often the case with large-scale birth cohort studies that measure a breadth of variables in a sizable sample, steps were taken to avoid over-burdening participants and data collectors with lengthy assessments.…”

Section: Discussionmentioning

confidence: 99%

Cumulative contextual risk at birth and adolescent substance initiation: Peer mediation tests

Mason

Patwardhan

Smith

et al. 2017

Drug and Alcohol Dependence

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Background Children who experience multiple adversities, such as prenatal exposure to drugs and poverty, early in development are at increased risk for the early initiation of alcohol and cigarette use. However, studies that examine potentially malleable processes associated with substance use initiation in the context of exposure to cumulative stressors are scant. This study examined associations between cumulative contextual risk at birth and initiation of alcohol and cigarette use in adolescence, testing childhood peer marginalization and peer aggression and behavior problems as mediating mechanisms. Analyses further adjusted for fearfulness/inhibition and hyperactivity/distractibility to determine if the hypothesized mediating mechanisms were significant after accounting for temperamental characteristics associated with substance initiation. Methods Participants were 6,190 adolescents from the Northern Finland Birth Cohort 1986 Study. Data were collected on cumulative contextual risk (parent reports), substance initiation (adolescent reports), childhood peer processes and behavior problems (teacher reports), and temperamental characteristics (teacher reports). Novel discrete-time survival mediation analysis was conducted to test the hypothesized mediating mechanisms. Results Initial analyses showed that the associations between cumulative contextual risk and both alcohol and cigarette initiation were mediated by childhood peer processes and behavior problems; however, the indirect effects became statistically non-significant after adding the temperament variables, which themselves predicted substance initiation. Conclusions Targeting peer processes may not be an effective way to interrupt pathways leading from early contextual risk to substance initiation. Instead, early screening and intervention efforts to delay substance initiation may need to be tailored to the individual temperamental characteristics of targeted participants.

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Temperament and Language Skills as Predictors of Teacher-Child Relationship Quality in Preschool

Cited by 124 publications

References 27 publications

Preschoolers’ Psychosocial Problems: In the Eyes of the Beholder? Adding Teacher Characteristics as Determinants of Discrepant Parent–Teacher Reports

Preschoolers’ Psychosocial Problems: In the Eyes of the Beholder? Adding Teacher Characteristics as Determinants of Discrepant Parent–Teacher Reports

Reciprocal Peer Dislike and Psychosocial Adjustment in Childhood

Cumulative contextual risk at birth and adolescent substance initiation: Peer mediation tests

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