Developmental Links between Externalizing Behavior and Student-Teacher Interactions in Male Adolescents with Psychiatric Disabilities
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| Title: | Developmental Links between Externalizing Behavior and Student-Teacher Interactions in Male Adolescents with Psychiatric Disabilities |
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| Language: | English |
| Authors: | Hopman, Juliette A. B., Tick, Nouchka T., van der Ende, Jan, Wubbels, Theo, Verhulst, Frank C., Maras, Athanasios, Breeman, Linda D., van Lier, Pol A. C. |
| Source: | School Psychology Review. 2019 48(1):68-80. |
| Availability: | National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/ |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Teacher Student Relationship, Special Education, Interaction, Foreign Countries, Males, Adolescents, Student Behavior, Mental Disorders, At Risk Students, Special Schools, Behavior Problems, Secondary School Teachers, Secondary School Students |
| Geographic Terms: | Netherlands |
| ISSN: | 0279-6015 |
| Abstract: | Students exhibiting challenging externalizing behaviors may benefit from supportive interactions with teachers. However, if students show high levels of externalizing behaviors, this may negatively impact on student-teacher interactions, and vice versa. We therefore examined bidirectional developmental links between student-teacher interactions and externalizing behavior of male adolescents placed in special education because of psychiatric disabilities. Participants were 584 adolescents (M[subscript age] = 15.0 years, SD = 1.7) and their teachers from 14 Dutch special education schools. At 3 time points, student-reports of student-teacher interactions and teacher-reports of adolescents' externalizing behavior were collected. Using autoregressive cross-lagged models, results indicate that externalizing behavior predicted decreases in supportive interactions (ß = -0.09, p = 0.02), but not in negative interactions. Student-teacher interactions did not show a significant influence on externalizing behavior. Our results highlight externalizing behavior as an important target for interventions intended to improve student-teacher interactions. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Access URL: | https://apps.nasponline.org/resources-and-publications/periodicals/spr-index-list.aspx |
| Accession Number: | EJ1210599 |
| Database: | ERIC |
| Abstract: | Students exhibiting challenging externalizing behaviors may benefit from supportive interactions with teachers. However, if students show high levels of externalizing behaviors, this may negatively impact on student-teacher interactions, and vice versa. We therefore examined bidirectional developmental links between student-teacher interactions and externalizing behavior of male adolescents placed in special education because of psychiatric disabilities. Participants were 584 adolescents (M[subscript age] = 15.0 years, SD = 1.7) and their teachers from 14 Dutch special education schools. At 3 time points, student-reports of student-teacher interactions and teacher-reports of adolescents' externalizing behavior were collected. Using autoregressive cross-lagged models, results indicate that externalizing behavior predicted decreases in supportive interactions (ß = -0.09, p = 0.02), but not in negative interactions. Student-teacher interactions did not show a significant influence on externalizing behavior. Our results highlight externalizing behavior as an important target for interventions intended to improve student-teacher interactions. |
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| ISSN: | 0279-6015 |
