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ERIC Number: EJ848980
Record Type: Journal
Publication Date: 2009-Jul
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0033-3085
Student-Teacher Relationships Matter: Moderating Influences between Temperament and Preschool Social Competence
Griggs, Marissa Swaim; Gagnon, Sandra Glover; Huelsman, Timothy J.; Kidder-Ashley, Pamela; Ballard, Mary
Psychology in the Schools, v46 n6 p553-567 Jul 2009
Ecological approaches to preschool assessment, which consider both within-child and environmental variables, are considered best practice for school psychologists. This study employs such a model to investigate the interactive influence of child temperament and student-teacher relationship quality on peer play behaviors. Parents of 44 preschool children (25 girls, 19 boys) ranging in age from 40 to 68 months (mean [M] = 53.00) and primarily White (92.9%) provided ratings of their children's temperaments on the Behavioral Style Questionnaire. Their teachers completed the Student-Teacher Relationship Scale and the Penn Interactive Peer Play Scale. Results indicate that (a) student-teacher relationships characterized by low conflict and low dependence are associated with less disruptive peer play, and (b) the association between temperament and disruptive play is attenuated in low conflict student-teacher relationships. Implications for school psychologists include the importance of student-teacher relationships in the context of preschool assessment and intervention planning. (Contains 1 figure and 3 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: Counselors
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina; Tennessee
Identifiers - Assessments and Surveys: Student Teacher Relationship Scale