Reciprocal relations between student–teacher conflict, children’s social skills and externalizing behavior

Skalická, Věra; Stenseng, Frode; Wichstrøm, Lars

doi:10.1177/0165025415584187

Cited by 54 publications

(42 citation statements)

References 67 publications

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“…Conceivably, symptoms of behavioral disorders produce environmental effects that are fed back to the child, thereby increasing the likelihood of later behavioral symptoms. These evoked and even amplifying environmental effects could involve harsh parenting (Patterson, Debaryshe, & Ramsey, 1989), peer deviancy training (Snyder et al, 2005) and/or deteriorating relationships with the teachers (Skalicka, Stenseng, & Wichstrøm, 2015). Future DPM research should thus include possible time-varying factors to illuminate mechanisms responsible for the self-perpetuation or aggravation of behavioral symptoms.…”

Section: Homotypic Continuitymentioning

confidence: 99%

Homotypic and heterotypic continuity of symptoms of psychiatric disorders from age 4 to 10 years: a dynamic panel model

Wichstrøm

Belsky

Steinsbekk

2017

Child Psychology Psychiatry

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Background: Childhood psychiatric disorders and their symptoms evince both within-disorder (homotypic) and between-disorder (heterotypic) continuities. These continuities may be due to earlier symptoms causing later symptoms or, alternatively, that the same (unknown) causes (e.g., genetics) are operating across time. Applying a novel data analytic approach, we disentangle these two explanations. Methods: Participants in a Norwegian community study were assessed biennially from 4 to 10 years of age with clinical interviews (n = 1,042). Prospective reciprocal relations between symptoms of disorders were analyzed with a dynamic panel model within a structural equation framework, adjusting for all unmeasured time-invariant confounders and time-varying negative life-events. Results: Homotypic continuities in symptoms characterized all disorders; strongest for attention-deficit/hyperactivity disorder (ADHD) (r = .32-.62), moderate for behavioral disorders (r = .31-.48) and for anxiety and depression (r = .15-.40), and stronger between 8 and 10 than between 4 and 6 years. Heterotypic continuity also characterized all disorders. A dynamic panel model showed that most continuities were due to unmeasured time-invariant factors rather than effects of earlier symptoms on later symptoms, although symptoms of behavioral disorders, which evinced two-year homotypic continuity (B = .14, 95% CI: .04, .25), did influence later symptoms of ADHD (B = .13, CI: .03, .23), and earlier ADHD symptoms influenced later anxiety disorder symptoms (B = .07, CI: .01, .12). Conclusions: Homotypic and heterotypic continuities of symptoms of childhood psychiatric disorders are mostly due to unobserved time-invariant factors. Nonetheless, symptoms of earlier behavioral disorders may affect later symptoms of such disorders and of ADHD, and ADHD may increase the risk of later anxiety. Thus, even if interventions do not alter basic etiological factors, symptom reduction may itself cause later symptom reduction.

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Section: Homotypic Continuitymentioning

confidence: 99%

Homotypic and heterotypic continuity of symptoms of psychiatric disorders from age 4 to 10 years: a dynamic panel model

Wichstrøm

Belsky

Steinsbekk

2017

Child Psychology Psychiatry

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“…Sample items include "I share an affectionate, warm relationship with this child" (closeness), "This child is overly dependent on me" (dependency), and "This child easily becomes angry with me" (conflict). The STRS is a widely used instrument of preschool-and elementary-aged children (e.g., Birch & Ladd, 1997;Howes & Ritchie, 1999;Skalická et al, 2015). Because we had no hypothesis regarding which aspect of the student-teacher relationship would be (differentially) affected by the parent-child This document is copyrighted by the American Psychological Association or one of its allied publishers.…”

Section: Gene-؋-environment Interactionmentioning

confidence: 99%

Change in parenting, change in student–teacher relationships, and oxytocin receptor gene (OXTR): Testing a gene-×-environment (G×E) hypothesis in two samples.

Hygen¹,

Belsky²,

Li³

et al. 2017

Developmental Psychology

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Prior research suggests that parenting affects children's relationships, including those with teachers, although there is variation across individuals in such effects. Given evidence suggesting that oxytocin may be particularly important for the quality of social relationships, we tested the hypotheses (a) that change in parenting from 4 to 6 years of age influences and predicts change in the student-teacher relationship from 6 to 8 years of age and (b) that this effect is moderated by a polymorphism related to the child's oxytocin receptor gene (OXTR), rs53576. In 2 studies, participants included, respectively, 652 socioeconomically diverse Norwegian children from a community sample (50.8% male; mean age of 54.9 months at first assessment) and 559 such children from 8 different U.S. locales (49.0% male; approximately 54 months at the first assessment). Norwegian results showed that change in parenting predicted change in student-teacher relationships, but only in the case of children homozygous for the A allele of rs53576 and in a manner consistent with differential-susceptibility theory: for AA carriers, when parenting changed for the worse, so did children's relationship with teachers, whereas when parenting changed for the better, the teacher-child relationships improved accordingly. Such GϫE findings could not be replicated in the American sample. Results are discussed in terms of 2 contrasting models of Person-ϫ-Environment interaction (differential susceptibility and diathesis stress) and potential reasons for failure to replicate.

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“…Yet in spite of this, students showing disruptive behaviour were less likely than other students to follow the teacher's requests. Skalická, Stenseng, and Wichstrøm (2015) examined the reciprocal links between children's social skills, externalizing behaviour and student-teacher conflict by using cross-lagged longitudinal data from kindergarten to third grade. The results supported the notion that social skills and student-teacher conflict, as well as externalizing problem behaviour and student-teacher conflict bi-directionally influence each other.…”

Section: Child-initiated and Teacher-initiated Interactions Combined:mentioning

confidence: 99%

Students’ evocative impact on teacher instruction and teacher–child relationships

Nurmi

Kiuru

2015

International Journal of Behavioral Development

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Classroom research has typically focused on the role of teaching practices and the quality of instruction in children's academic performance, motivation and adjustment-in other words, classroom interactions initiated by the teacher. The present article presents a model of classroom interactions initiated by the child, that is, the notion that a child's characteristics and active efforts may evoke different instructional patterns and responses among teachers. Then follows a review of previous research on the role of children's academic performance, their motivation and their socio-emotional characteristics in their teachers' instruction methods and teacher-child relationships. Some of the mechanisms that may be responsible for these ''evocative impacts'' are discussed. Classroom interactions initiated by the child, and those initiated by the teacher will then be considered from the perspective of the transactional theory of teacher-child interactions. Finally, some conclusions are drawn concerning possible future classroom research.

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Reciprocal relations between student–teacher conflict, children’s social skills and externalizing behavior

Cited by 54 publications

References 67 publications

Homotypic and heterotypic continuity of symptoms of psychiatric disorders from age 4 to 10 years: a dynamic panel model

Homotypic and heterotypic continuity of symptoms of psychiatric disorders from age 4 to 10 years: a dynamic panel model

Change in parenting, change in student–teacher relationships, and oxytocin receptor gene (OXTR): Testing a gene-×-environment (G×E) hypothesis in two samples.

Students’ evocative impact on teacher instruction and teacher–child relationships

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