Teacher-student relationships as compensatory resources for aggressive children /
This investigation examined the influence of the quality of teacher-student relationships on children's subsequent levels of aggression in a sample of 148 second- and third-grade aggressive children. The study expected to find that teachers' reports of the quality of their relationships wi...
| Main Author: | |
|---|---|
| Format: | Thesis Book |
| Language: | English |
| Published: |
[Place of publication not identified] :
[publisher not identified] ;
2003.
|
| Subjects: | |
| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=764878581&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | This investigation examined the influence of the quality of teacher-student relationships on children's subsequent levels of aggression in a sample of 148 second- and third-grade aggressive children. The study expected to find that teachers' reports of the quality of their relationships with aggressive students would predict lower levels of teacher- and peer-rated aggression over a 30-month period. Conceptualizing supportive relationships with teachers as compensatory resources, impairment in parent-child relationships was expected to moderate the relation between the quality of teacher-student relationships and aggressive behavior. The present study also explored the role of aggressive children's gender and ethnicity as moderators of the relation between teacher-student relationship quality and aggression. Finally, within the context of an additive model of resilience, this investigation predicted that changes in children's level of aggression will occur, in part, as a function of the number of successive years children experience a relationship with their teacher characterized by warmth and support. Latent variable structural equation modeling, regression analyses, and ANCOVAs were used to test study hypotheses. The theoretical structural model was a good fit to the data. Teacher reports of relationship quality were a strong predictor of lower levels of Year 2 aggression. Consistent with the compensatory hypothesis, positive teacher-student relationships were most beneficial to children who were at greater risk for maladjustment due to negative parenting or membership in a minority group. Temporal stability in supportive teacher-student relationship quality was associated with a decrease in aggressive behavior, thus supporting an additive model of resilience. Results support the need for multiple reporters of relationship quality in future research. The findings that minority children receive greater benefit from a supportive teacher-student relationship underscore the importance of recruiting and preparing teachers capable of establishing supportive relationships with minority children. |
|---|---|
| Item Description: | Vita. "Major Subject: Psychology". |
| Physical Description: | ix, 70 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 47-55). |