Teacher–child relationship quality: The roles of child temperament and teacher–child interactions

Abstract

Young children's relationships with teachers predict social and academic success. This study examines contributions of child temperament (shyness, effortful control) and gender to teacher-child relationship quality both directly and indirectly through the frequency of teacher-child interactions in the classroom.Using an NICHD SECCYD sample of 819 first grade children, four findings emerged: (a) children's shyness, effortful control, and gender contributed directly to teacher-child conflict and closeness; (b) children's shyness contributed to the frequency of child-initiated teacher-child interactions, and children's effortful control contributed to the frequency of teacher-initiated teacher-child interactions; (c) shyness related to teacher-child closeness indirectly through the frequency of child-initiated teacher-child interactions; (d) the frequency of child-and teacher-initiated interactions contributed to each other. Results inform practitioners and researchers of characteristics that put children at risk for failure to form positive relationships with teachers.

Teacher support mediates concurrent and longitudinal associations between temperament and mild depressive symptoms in sixth grade

“…There is ample evidence linking children's temperament with depressive symptoms (Compas, Connor-Smith, & Jaser, 2004), as well as emerging research linking children's temperament to teachers' perceptions of student teacher relationship (STR) quality in childhood and early adolescence (Rudasill & Rimm-Kaufman, 2009;Rudasill, Reio, Stipanovic, & Taylor, 2010). However, there has not been work on the combined contributions of children's temperament and teacher support (both student and teacher reports) to depressive symptoms in early adolescence.…”

The role of classroom quality in ameliorating the academic and social risks associated with difficult temperament.

“…In addition, there is growing evidence that these relationships are predicated, in part, on children's temperament characteristics. For example, the work of Rudasill and colleagues (Rudasill & Rimm-Kaufman, 2009;Rudasill, Rimm-Kaufman, Justice, & Pence, 2006) converges on the notion that children with characteristics of a difficult temperament (such as higher shyness, lower regulation, or higher activity) are likely to have relationships with teachers in elementary grades marked by higher levels of conflict and lower levels of closeness. Taken together, research suggests children's temperament is associated with early academic achievement and teacher-child relationships, and these early academic and social outcomes establish trajectories for long-term outcomes in school.…”

Aceitação e rejeição de alunos por seus professores em diferentes níveis escolares

“…Os resultados relativos à rejeição são coerentes com os vários dados apresentados pela literatura internacional e com os poucos da literatura brasileira, que apontam haver uma relação mais conflituosa e menos próxima com os estudantes do sexo masculino e uma interação de maior afinidade com os estudantes do sexo feminino (Baker, 2006;Barbosa et al, 2011;Birch & Ladd, 1997;BolsoniSilva et al, 2013;Jerome et al, 2008;Kesner, 2000;Rudasill & Rimm-Kaufman, 2009;Silver et al, 2005). (Gardinal & Marturano, 2007;Kwok et al, 2007;LaFrance et al, 2003;Maia et al, 2011;Mendez et al, 2002;Stuhlman & Pianta, 2002;Zhou et al, 2009 Sugere-se, a partir das relações apresentadas acima, que os padrões encontrados relativos às proporções de meninas e meninos indicados nas perguntas referentes à aceitação e à rejeição não são fruto das diferenças nas áreas de ensino dos professores ou do maior número de docentes do sexo feminino que constituíram a amostra do presente estudo.…”

“…Por exemplo, crianças de baixo status socioeconômico apresentariam relacionamentos conturbados com os pais, o que dificultaria seu estabelecimento de vínculos no contexto escolar, dado que crianças mal tratadas possuem maior necessidade do apego dos professores e podem ser particularmente propensas a procurar proximidade psicológica do professor, sendo mais difícil para ele gostar delas e dar apoio (Bergin & Bergin, 2009 O sexo do aluno é outra variável estudada pelos pesquisadores como passível de influenciar a interação com o professor. Aponta-se que as relações são mais conflituosas e menos próximas com os alunos e a afinidade é maior com as alunas (Baker, 2006;Birch & Ladd, 1997;Jerome et al, 2008;Kesner, 2000;Rudasill & Rimm-Kaufman, 2009;Silver et al, 2005), diferenças estas que parecem se acentuar com o passar dos anos (Else-Quest, Hyde, Goldsmith, & Van Hulle, 2006;Sanson, Smart, Prior, Obserklaid, & Pedlow, 1994). Dentre os possíveis motivos para estas diferenças, os estudos destacam que meninos tendem a ser mais ativos e distraídos que meninas, as quais são menos hiperativas, mais atentas e que, como indicador de afeto positivo, sorriem mais (Kwok, Hughes, & Luo, 2007;LaFrance, Hecht, & Paluck, 2003;Mendez, McDermott, & Fantuzzo, 2002;Silver et al, 2005;Zhou, Lengua, & Wang, 2009).…”