ERIC Number: EJ1090506
Record Type: Journal
Publication Date: 2016-Mar
Abstractor: As Provided
Callous-Unemotional Traits, Behavior Disorders, and the Student-Teacher Relationship in Elementary School Students
Crum, Kathleen I.; Waschbusch, Daniel A.; Willoughby, Michael T.
Journal of Emotional and Behavioral Disorders, v24 n1 p16-29 Mar 2016
Mental health research demonstrates that children with conduct problems (CP) and callous-unemotional (CU) traits differ in important ways from children with CP alone, including differences in primary caregiver attachment quality. This research suggests CU may also influence the quality of attachment between children with CP and their teachers. This study compared children with CP alone (CP), CU alone (CU), both CP and CU (CPCU), and neither CP nor CU (comparison) on measures of the student--teacher relationship (STR). Participants were 1,554 students from seven elementary schools. Teachers completed ratings of STR, behavior (CP, CU, attention-deficit/hyperactivity disorder [ADHD]), and impairment approximately 4 to 6 weeks after the start of the school year, and again 4 to 6 weeks before the school year's end. Random intercept hierarchical linear models (HLMs) showed that (a) children with CPCU had the highest conflict and lowest closeness with teachers at the start of the school year and the greatest end-of-Stuyear impairment, (b) higher conflict and lower closeness with teachers at the school year's start were associated with greater end-of-the-year impairment, (c) there was no interaction between group (CP, CU, CPCU, or comparison) and STR in predicting end-of-the-year outcomes, and (d) ADHD was robustly associated with end-of-the-year impairment.
Descriptors: Teacher Student Relationship, Elementary School Teachers, Elementary School Students, Behavior Disorders, Student Behavior, Attachment Behavior, Comparative Analysis, Mental Disorders, Rating Scales, Attention Deficit Hyperactivity Disorder, Hierarchical Linear Modeling, Conflict, Student Characteristics, Behavior Modification, Foreign Countries, Peer Relationship, Academic Achievement, Likert Scales
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: Canada
Identifiers - Assessments and Surveys: Student Teacher Relationship Scale
Grant or Contract Numbers: N/A