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J Sch Psychol. 2010 Oct;48(5):389-412. doi: 10.1016/j.jsp.2010.05.001. Epub 2010 Jun 12.

A longitudinal study of student-teacher relationship quality, difficult temperament, and risky behavior from childhood to early adolescence.

Author information

1
University of Louisville, College of Education and Human Development, Louisville, KY 40292, USA. km.rudasill@louisville.edu

Erratum in

  • J Sch Psychol. 2010 Dec;48(6):585.

Abstract

This study examines the mediating role of student-teacher relationship quality (conflict and closeness) in grades 4, 5, and 6 on the relation between background characteristics, difficult temperament at age 4 1/2 and risky behavior in 6th grade. The longitudinal sample of participants (N=1156) was from the NICHD Study of Early Child Care and Youth Development. Structural equation modeling was used to estimate paths from (a) background characteristics to student-teacher relationship quality and risky behavior, (b) temperament to student-teacher relationship quality and risky behavior, and (c) student-teacher relationship quality to risky behavior. Findings indicate that students' family income, gender, receipt of special services, and more difficult temperament were associated with risky behavior. In addition, student-teacher conflict was a mediator. Students with more difficult temperaments were more likely to report risky behavior and to have conflict in their relationships with teachers. More conflict predicted more risky behavior. Closer student-teacher relationships were associated with less risky behavior. Results suggest negative relationships, specifically student-teacher relationships, may increase the risk that certain adolescents will engage in risky behavior.

PMID:
20728689
DOI:
10.1016/j.jsp.2010.05.001
[Indexed for MEDLINE]

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