Do children's adjustment problems contribute to teacher–child relationship quality? Support for a child-driven model

2016 ◽  
Vol 34 ◽  
pp. 13-26 ◽  
Author(s):  
Teresa M. Mejia ◽  
Wendy L.G. Hoglund
Keyword(s):  
Relationship Quality ◽  
Adjustment Problems ◽  
Children's Adjustment ◽  
Children’S Adjustment ◽  
Child Relationship

Teachers’ attachment orientations and children’s school adjustment: Evidence from a longitudinal study of first graders

2019 ◽  
Vol 37 (2) ◽  
pp. 559-580
Author(s):  
Uri Lifshin ◽  
Inbal Binyamin Kleinerman ◽  
Phillip R. Shaver ◽  
Mario Mikulincer
Keyword(s):  
School Adjustment ◽  
Critical Role ◽  
First Grade ◽  
Children's Perceptions ◽  
Children’S Perceptions ◽  
Attachment Orientations ◽  
Children's Adjustment ◽  
Children’S Adjustment ◽  
Child Relationship ◽  
Attachment To Mother

The goal of this study was to examine the contribution of teachers’ attachment orientations to the teacher–child relationship and to children’s adjustment to school during first grade. We sampled 539 first-grade children and their homeroom teachers ( N = 58), measured teachers’ attachment orientations and children’s attachment to mother at the beginning of the academic year, and followed children’s perceptions of their teachers’ responsiveness and their socioemotional adjustment to school from the beginning to the end of the year. Teachers’ attachment-related avoidance was associated with changes in children’s perceptions of their teachers’ responsiveness and changes in school adjustment during first grade. These prospective effects of teachers’ avoidance on children’s adjustment occurred regardless of variations in the children’s attachment to mother. However, most of the effects depended on the extent to which a child perceived his or her teacher to be a nonresponsive caregiver. Overall, the findings reveal the critical role of teachers’ attachment orientations in shaping children’s adjustment to school.

scholarly journals Pathways from early adversity to later adjustment: Tests of the additive and bidirectional effects of executive control and diurnal cortisol in early childhood

2019 ◽  
Vol 32 (2) ◽  
pp. 545-558 ◽  
Author(s):  
Liliana J. Lengua ◽  
Stephanie F. Thompson ◽  
Lyndsey R. Moran ◽  
Maureen Zalewski ◽  
Erika J. Ruberry ◽  
...  
Keyword(s):  
Hpa Axis ◽  
Low Income ◽  
Executive Control ◽  
Cumulative Risk ◽  
Additive Effects ◽  
Adjustment Problems ◽  
Diurnal Cortisol ◽  
Children's Adjustment ◽  
Children’S Adjustment ◽  
Bidirectional Effects

AbstractAdditive and bidirectional effects of executive control and hypothalamic–pituitary–adrenal (HPA) axis regulation on children's adjustment were examined, along with the effects of low income and cumulative risk on executive control and the HPA axis. The study utilized longitudinal data from a community sample of preschool age children (N = 306, 36–39 months at Time 1) whose families were recruited to overrepresent low-income contexts. We tested the effects of low income and cumulative risk on levels and growth of executive control and HPA axis regulation (diurnal cortisol level), the bidirectional effects of executive control and the HPA axis on each other, and their additive effects on children's adjustment problems, social competence and academic readiness. Low income predicted lower Time 4 executive control, and cumulative risk predicted lower Time 4 diurnal cortisol level. There was little evidence of bidirectional effects of executive control and diurnal cortisol. However, both executive control and diurnal cortisol predicted Time 4 adjustment, suggesting additive effects. There were indirect effects of income on all three adjustment outcomes through executive control, and of cumulative risk on adjustment problems and social competence through diurnal cortisol. The results provide evidence that executive control and diurnal cortisol additively predict children's adjustment and partially account for the effects of income and cumulative risk on adjustment.

A Monozygotic Twin Difference Study of Friends’ Aggression and Children’s Adjustment Problems

2011 ◽  
Vol 82 (2) ◽  
pp. 617-632 ◽  
Author(s):  
Frank Vitaro ◽  
Mara Brendgen ◽  
Michel Boivin ◽  
Stéphane Cantin ◽  
Ginette Dionne ◽  
...  
Keyword(s):  
Monozygotic Twin ◽  
Adjustment Problems ◽  
Children's Adjustment ◽  
Children’S Adjustment

Children’s Exposure to Intimate Partner Violence: Relations Between Parent-Child Concordance and Children’s Adjustment

2010 ◽  
Vol 25 (2) ◽  
pp. 185-201 ◽  
Author(s):  
Anne Hungerford ◽  
Richard L. Ogle ◽  
Caroline M. Clements
Keyword(s):  
Intimate Partner Violence ◽  
Family Relationships ◽  
Partner Violence ◽  
Intimate Partner ◽  
Important Variable ◽  
Adjustment Problems ◽  
Children's Adjustment ◽  
Children’S Adjustment ◽  
Children’S Exposure ◽  
Parent Child

The current study examined the extent to which seventy-five 5- to 13-year-old children and their mothers agreed about whether children had been exposed to intimate partner violence (IPV) and the association between parent–child agreement and children’s psychological adjustment. One type of disagreement (i.e., parents failed to report IPV exposure that children reported) was associated with children’s perceptions of less positive family relationships. Parents of these children, however, reported fewer child adjustment problems than did parents who agreed with their children about children’s IPV exposure. The findings suggest the importance of obtaining children’s reports of their own exposure to IPV in addition to parental reports. Moreover, parent–child concordance with respect to children’s IPV exposure may be an important variable to examine in understanding variations in children’s adjustment.

The Prevention and Treatment of Children's Adjustment Problems in Stepfamilies

2012 ◽  
pp. 485-521 ◽  
Author(s):  
Jan M. Nicholson ◽  
Matthew R. Sanders ◽  
W. Kim Halford ◽  
Maddy Phillips ◽  
Sarah W. Whitton
Keyword(s):  
Adjustment Problems ◽  
Children's Adjustment ◽  
Children’S Adjustment ◽  
Prevention And Treatment
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