The Protective Effects of Adaptability, Study Skills, and Social Skills on Externalizing Student–Teacher Relationships

Abstract

Although students with externalizing behaviors inherently exhibit behaviors that contribute to poor teacher relationships, little research has examined the positive characteristics these students may possess that serve to facilitate positive teacher relationships. This study explores the moderating effects of adaptability, social skills, and study skills on the teacher relationships of students with externalizing behaviors. Participants were a sample of 418 first through fifth graders (63% male). Fifty-four teachers completed the Student–Teacher Relationship Scale (STRS) and Behavioral Assessment System for Children–Teacher Rating Scales for Children (BASC TRS-C) to provide information on student relationships, students’ levels of externalizing behavior, adaptability, social skills, and study skills. The findings suggested that adaptability, social skills, and study skills are important characteristics that contribute to all teacher–student relationships. However, adaptability and social skills contribute more positively to teacher–student relationships for students who exhibit externalizing behaviors. These findings suggest areas for intervention to improve teacher relationships for children with externalizing behaviors.

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