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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
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
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  Data: Developmental Links between Externalizing Behavior and Student-Teacher Interactions in Male Adolescents with Psychiatric Disabilities
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  Data: <searchLink fieldCode="AR" term="%22Hopman%2C+Juliette+A%2E+B%2E%22">Hopman, Juliette A. B.</searchLink><br /><searchLink fieldCode="AR" term="%22Tick%2C+Nouchka+T%2E%22">Tick, Nouchka T.</searchLink><br /><searchLink fieldCode="AR" term="%22van+der+Ende%2C+Jan%22">van der Ende, Jan</searchLink><br /><searchLink fieldCode="AR" term="%22Wubbels%2C+Theo%22">Wubbels, Theo</searchLink><br /><searchLink fieldCode="AR" term="%22Verhulst%2C+Frank+C%2E%22">Verhulst, Frank C.</searchLink><br /><searchLink fieldCode="AR" term="%22Maras%2C+Athanasios%22">Maras, Athanasios</searchLink><br /><searchLink fieldCode="AR" term="%22Breeman%2C+Linda+D%2E%22">Breeman, Linda D.</searchLink><br /><searchLink fieldCode="AR" term="%22van+Lier%2C+Pol+A%2E+C%2E%22">van Lier, Pol A. C.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22School+Psychology+Review%22"><i>School Psychology Review</i></searchLink>. 2019 48(1):68-80.
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  Data: 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/
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  Data: 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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      – Text: English
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        PageCount: 13
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Interaction
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