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

2015 ◽  
Vol 39 (5) ◽  
pp. 413-425 ◽  
Author(s):  
Vĕra Skalická ◽  
Frode Stenseng ◽  
Lars Wichstrøm
Keyword(s):  
Social Skills ◽  
Student Teacher ◽  
Externalizing Behavior ◽  
First Grade ◽  
Third Grade ◽  
Grade Student ◽  
Student Teacher Relationship ◽  
Children's Social Skills ◽  
Bidirectional Relations ◽  
The Relationship

Research suggests that the relation between student–teacher conflict and children’s externalizing behavior might be reciprocal, and possibly also between student–teacher conflict and children’s social skills. Because children with externalizing behavior also tend to display low levels of social skills, we do not know if one or both of these student characteristics are involved in shaping and being shaped by the relationship to the teacher. In this study, we addressed this by means of a three-wave cross-lagged longitudinal study from preschool to third grade, including measures of social skills, externalizing behavior and student–teacher conflict. Bidirectional relations were observed between student–teacher conflict and social skills from first grade to third grade, and between student–teacher conflict and externalizing behavior between preschool and first grade. However, results from a model including both social skills and externalizing behavior suggested that externalizing behavior is a stronger predictor of conflicted student–teacher relationship than children’s social skills. Student–teacher conflict was predictive of externalizing behavior as well as of later social skills. Effect of children’s first-grade externalizing behavior on third-grade student–teacher conflict was gender moderated, with stronger effects of externalizing behavior observed in girls, combined with higher stability in first-grade student–teacher conflict in boys.

Unpacking the Relationship Between Preschool Social Skills and First Grade Academic Competence

2008 ◽  
Author(s):  
Brittany L. Rhoades ◽  
Heather Kiernan Warren ◽  
Mark T. Greenberg ◽  
Celene E. Domitrovich
Keyword(s):  
Social Skills ◽  
First Grade ◽  
Academic Competence ◽  
The Relationship

scholarly journals When does math anxiety in parents and teachers predict math anxiety and math achievement in elementary school children? The role of gender and grade year

2020 ◽  
Vol 23 (4) ◽  
pp. 1023-1054
Author(s):  
Monika Szczygieł
Keyword(s):  
Elementary School Children ◽  
Math Achievement ◽  
Math Anxiety ◽  
First Grade ◽  
Third Grade ◽  
Final Grade ◽  
Early School ◽  
The Relationship ◽  
Social Source

Abstract The study investigated the relationship between math anxiety in parents and teachers and math anxiety and math achievement in first- to third-grade children. The results indicate that math anxiety in fathers (but not mothers and teachers) is associated with math anxiety in first-grade children and third-grade girls. Math anxiety in mothers and teachers (but not fathers) explains the level of math achievement in third-grade children. The research results indicate the importance of adults in shaping pupils’ math anxiety and math achievement, but these relationships vary depending on gender and the grade year. The obtained outcomes generally suggest that adults’ math anxiety is not a social source of children’s math anxiety, but it can be considered a source of low math achievement among children in the final grade of early school education.

scholarly journals Students’ School Engagement and Their Truant Behavior: Do Relationships with Classmates and Teachers Matter?

2018 ◽  
Vol 7 (6) ◽  
pp. 124 ◽  
Author(s):  
Selina Teuscher ◽  
Elena Makarova
Keyword(s):  
Peer Relationships ◽  
Student Teacher ◽  
School Engagement ◽  
School Dropout ◽  
Individual Characteristics ◽  
Drop Out ◽  
Student Teacher Relationship ◽  
The Individual ◽  
The Relationship

Research on school dropout suggests that the decision to drop out of school is not a sudden or immediate one, but rather the result of a long-term process of withdrawal from school. While school engagement and truancy are among the most prominent constructs to be associated as precursors of school dropout, the relationship between these two constructs needs further analysis. Our study establishes more comprehensive understanding of school engagement and truancy by focusing on students’ individual characteristics and their relationships in school, particularly the student-teacher relationship and relationships with peers. It demonstrates that among the individual characteristics the migration background is crucial for school engagement, while the student age is important for truancy. Furthermore, peer-relationships are positively related to students’ school engagement, but not to their truancy. Furthermore, a good student-teacher relationship not only has positive impacts on students’ school engagement, but is also negatively associated with truancy, while school engagement mediates this path.

scholarly journals Examining Student-teacher Relationship from Students’ Point of View: Italian Adaptation and Validation of the Young Children’s Appraisal of Teacher Support Questionnaire

2016 ◽  
Vol 9 (1) ◽  
pp. 176-187 ◽  
Author(s):  
C. Longobardi ◽  
F.G.M. Gastaldi ◽  
L.E. Prino ◽  
T. Pasta ◽  
M. Settanni
Keyword(s):  
Student Teacher ◽  
Teacher Support ◽  
Academic Motivation ◽  
Developmental Psychology ◽  
Point Of View ◽  
Student Teacher Relationship ◽  
Teacher Relationships ◽  
The Relationship ◽  
Student Teacher Relationships ◽  
Validity Research

Background:Numerous studies on educational and developmental psychology have concluded that students’ affective relationships with their teachers are crucial for their academic motivation and commitment to school. Frequently the relationship is evaluated from the teacher’s point of view, but the importance of considering the children’s perspective has been highlighted by many authors.Methods:In this study, we present data to examine the factorial structure of the Young Children’s Appraisals of Teacher Support (Y-CATS), a measure designed to explore children’s perceptions of their relationships with teachers on a sample of 503 children ranging in age from 5 to 10 years, and 163 teachers.Results:This study provides implications for construct validity research and substantive research using Y-CATS, given that Y-CATS is used extensively in intervention and research in early childhood education.Conclusion:On the basis of the results obtained, the questionnaire seems to be an adequate instrument to study student-teacher relationships, both as a monitoring scale of a given relationship and as a way to help teachers achieve more awareness of their educational skills.

Affective Component in the Education of the Gifted

2000 ◽  
Vol 23 (4) ◽  
pp. 36-41 ◽  
Author(s):  
Karen S. Johnson
Keyword(s):  
Special Education ◽  
Mental Retardation ◽  
Social Skills ◽  
Gifted Students ◽  
Third Grade ◽  
Grade Student ◽  
Affective Component ◽  
Affective Needs ◽  
Academically Gifted

Imagine a third grade student, Joe, who is academically gifted, but is such a behavior concern that he is placed in a self-contained special education classroom where most of the students are children with mental retardation. How might such a placement happen? Might it be because Joe never had support in developing social skills? Did Joe not have a curriculum that addressed his affective needs? Given Joe and other similar students, teachers may need to integrate an affective component into their curriculum for gifted students.

Family Functioning and Socioaffective Competencies of Children in the Beginning of Schooling

2012 ◽  
Vol 15 (1) ◽  
pp. 124-131 ◽  
Author(s):  
Patricia Simone Hammes ◽  
Maria Aparecida Crepaldi ◽  
Marc Bigras
Keyword(s):  
Social Skills ◽  
Behavior Problems ◽  
Family Functioning ◽  
Externalizing Behavior ◽  
Family Cohesion ◽  
Early Stage ◽  
First Grade ◽  
Total Sample ◽  
Early School ◽  
In The Beginning

The aim of this short term longitudinal study, based on the system theory, was to test the association between different aspects of family functioning of preschoolers and their socioaffective competencies at the end of the first grade. The total sample included 278 children (137 boys and 141 girls) and their families. The analysis of variance results regarding the aspects of family cohesion and harmony showed that preschoolers from more cohesive families display more social skills, while those from more conflicting families display more externalizing behavior problems (aggression and irritability). With respect to the family's ability to resolve problems, it was observed that, especially for middle and upper class families, this aspect is associated with better social skills and fewer internalized behavior problems. Overall, results of the present study suggest that the family functioning at early stage might influence children's abilities to regulate their emotions and to establish/maintain important relationships with peers and teachers in their early school years.

scholarly journals Experiencias de diálogo entre maestro y estudiante: encuentros y desencuentros.

Katharsis ◽  
2015 ◽  
pp. 39
Author(s):  
Sofía Fernández Fuente ◽  
Marlon Yezid Cortés Palomino ◽  
Sammy Yhow Guerra ◽  
Eliud Hoyos Almario
Keyword(s):  
Student Teacher ◽  
School Context ◽  
Interesting Aspect ◽  
Student Teacher Relationship ◽  
Teacher Student ◽  
Palabras Clave ◽  
Teacher Student Relationship ◽  
Teachers Experiences ◽  
Student Relationship ◽  
The Relationship

ResumenEl presente artículo hace parte de los resultados de la investigación “Concepciones de diálogo que tienen los maestros y maestras del Valle de Aburrá en la relación con sus alumnos en el contexto escolar”, en la que, luego del análisis de ocho entrevistas a profesores en todos los niveles de escolaridad, emergieron como producto, entre otras, tres categorías: Dialogamos para ayudar a los estudiantes, rostros del estudiante en el maestro, y el estudiante que sorprende al maestro. Categorías alrededor de las cuales gravitan las experiencias que estos profesores cuentan sobre los momentos de diálogo con sus estudiantes. Lo primero y más interesante de la investigación es evidenciar, de manera clara, que en muchas ocasiones en el vínculo maestro-alumno hay un supuesto: todos estamos de acuerdo en relación a qué es dialogar con los estudiantes. Desnaturalizar este supuesto es lo que se pretendió en esta investigación, al emerger de manera clara que en el vínculo maestro-alumno es necesario contar con que hay dos sujetos, y que, por lo tanto, la armonía no es precisamente lo que más se experimenta. Palabras clave: Diálogo, maestro, estudiante, psicoanálisis, experiencias,psicologización de la enseñanza. AbstractThis paper shows the finding of the research “Conceptions of dialogue with the teachers of Valle de Aburrá in the relationship with their students in the school context”, the analysis of the interviews conducted to eight teachers at all levels of education showed as a result, among others, three categories: Let´s engage students in dialogue, Student’s faces on the teacher and The student who surprises the teacher. Categories that tell teachers ´experiences about moments of dialogue with their students. The first and most interesting aspect of this research is to make clear, that in the student-teacher relationship exists a frequent assumption: We all agree in what dialogue with students is. This research was aimed to denature this assumption, showing in these findings that in the teacher-student relationship there are two subjects, and harmony is not precisely present in this relation. Keywords: Dialogue, teacher, student, psychoanalysis, experiences, teaching psychologizing. 

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