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ERIC Number: EJ911166
Record Type: Journal
Publication Date: 2011-Feb
Pages: 43
Abstractor: As Provided
Reference Count: 146
ISBN: N/A
ISSN: ISSN-0002-8312
Teacher-Child Relationship and Behavior Problem Trajectories in Elementary School
O'Connor, Erin E.; Dearing, Eric; Collins, Brian A.
American Educational Research Journal, v48 n1 p120-162 Feb 2011
The present study examined associations between the quality of teacher-child relationships and behavior problems among elementary school students using data from the NICHD Study of Early Child Care and Youth Development, a study of 1,364 children from birth through adolescence. There were two main findings. First, high-quality teacher-child relationships predicted low levels of externalizing behaviors. Second, high-quality relationships acted as protective factors, helping to prevent children with high levels of internalizing behaviors in early childhood from developing trajectories of long-term internalizing behavior problems. Teacher-child relationships may be proximal phenomena that can be targeted in interventions to help prevent behavior problems in middle childhood. (Contains 3 tables and 3 figures.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Center for Epidemiologic Studies Depression Scale; Child Behavior Checklist; Student Teacher Relationship Scale; Woodcock Johnson Psycho Educational Battery