Maternal Depressive Symptoms and Children's Behavioral Problems: The Moderating Roles of Emotion Regulation and Teacher-Student Relationship Quality

The detection rate of children's behavioral problems is on the rise throughout the world, reaching 18.8% in China. Maternal depressive symptoms is one of the main causes of children's behavioral problems. Our study explored the moderating roles and the specific moderating mechanism of children's emotion regulation and teacher-student relationship quality in the association between maternal depressive symptoms and children's behavioral problems based on the resilience framework and the multiple moderating model. A cross-sectional survey on mothers and teachers of Chinese primary school students in grades 1 to 3 in suburban Beijing was conducted to investigate children's behavioral problems, emotion regulation, teacher-student relationship quality, maternal depressive symptoms, and demographic characteristics (n = 300) in this study. Pathway analysis and the Johnson-Neyman method were used to determine the moderating roles and the specific moderating mechanism of emotion regulation and teacher-student relationship quality. Results showed that emotion regulation and teacher-student relationship quality played moderating roles in the association between maternal depressive symptoms and children's behavioral problems and the moderating mechanism was the additive moderating model. To be specific, emotion regulation and teacher-student relationship quality played moderating roles parallelly. Emotion regulation could moderate the negative effect of maternal depressive symptoms on both internalizing and externalizing behavioral problems in children. Meanwhile, teacher-student relationship quality could moderate the negative effect of maternal depressive symptoms on children's externalizing behavioral problems. The study highlighted the value of children's emotion regulation and teacher-student relationship quality against adverse family environments and gave an orientation for intervention.

The correlations between parental warmth and children's approaches to learning: a moderated mediation model of self-efficacy and teacher-child closeness

Researchers have increasingly considered approaches to learning (ATL) a key indicator of school readiness. Our study purposed to examine the impacts of parental warmth on children's approaches to learning, and the mediating role of self-efficacy, as well as the moderating role of teacher-child closeness in this relationship. Using a whole-group sampling method, 414 Chinese children aged 5-6 years participated this research together with their parents and teachers. Parents of those children were asked to fill out in person questionnaires on parental warmth, children's approaches to learning, and self-efficacy. Children's teachers completed the questionnaire regarding teacher-child closeness. Results indicated that children with high parental warmth were more likely to get high approaches to learning and their self-efficacy played a partial mediating role in this link. In addition, teacher-child closeness moderated the correlation between parental warmth and children's self-efficacy. Specifically, the association between parental warmth and children's self-efficacy was stronger for children with high teacher-child closeness than those with low teacher-child closeness. The results extend our understanding of how parental warmth affects children's approaches to learning, revealing that strategies that could enhance self-efficacy would be effective in improving children's approaches to learning.

Feasibility and acceptability of a low-resource-intensive, transdiagnostic intervention for children with social-communication challenges in early childhood education settings

ABSTRACT

Preschool classrooms provide a unique context for supporting the development of children with social-communication challenges. This study is an uncontrolled clinical trial of an adapted professional development intervention for preschool teachers (Social Emotional Engagement-Knowledge & Skills-Early Childhood). Social Emotional Engagement-Knowledge & Skills-Early Childhood is a low-resource-intensive, transdiagnostic intervention to address the learning needs of children with social-communication challenges and consists of four asynchronous online modules and three synchronous coaching sessions. The current research evaluated the feasibility and acceptability of intervention and research procedures, implemented in authentic early childhood education settings. Participants included one teacher and one target child with social-communication challenges from 25 preschool classrooms, sampled to maximize variability. Overall, the current research revealed high levels of feasibility, with 9 out of 10 benchmarks met: (a) procedures for participant recruitment reliably identified a neurodiverse sample of children with teacher-reported social-communication challenges; (b) teachers showed high levels of program engagement and Social Emotional Engagement-Knowledge & Skills-Early Childhood completion (76%); and (c) results revealed a robust pattern of gains in Social Emotional Engagement-Knowledge & Skills-Early Childhood classrooms and associations among key outcome measures (including active engagement, student teacher relationship, social-communication competencies). Implications for the design of a subsequent, larger effectiveness-implementation hybrid trial (Type 1) are discussed.

Parenting in the early years and self-harm in adolescence: The role of control and reward systems in childhood

BACKGROUND

Research suggests that early parenting may contribute to the development of self-harm but this has not been examined longitudinally. In this study, we explored the relationship between early parenting and self-harm in adolescence and considered whether (1) emotion regulation and (2) decision-making in childhood mediate the relationship between early parenting and self-harm.

METHOD

Using longitudinal data from the Millennium Cohort Study (MCS), we tested mediation models exploring the relationship between early parenting and self-harm in adolescence via emotion regulation and decision-making. Parenting was assessed at age 3 with measures of conflict, closeness and discipline. The trajectories of independence & self-regulation and emotional dysregulation were modelled from ages 3 to 7 years through latent growth curve analysis, with individual predicted slope and intercept values used in the mediation models. Decision-making (deliberation time, total time, delay aversion, quality of decision making, risk adjustment, risk-taking) was assessed using the Cambridge Gambling Task (CGT) at age 11.

RESULTS

In our sample (n = 11,145), we found no evidence of a direct association between early parenting and self-harm in adolescence. However, there were indirect effects of parenting (conflict and closeness) on self-harm via the slope of emotional dysregulation. Furthermore, delay aversion was positively associated with self-harm in adolescence.

LIMITATIONS

It must be acknowledged that we cannot determine causality and that self-report measures of parenting are vulnerable to several biases.

CONCLUSION

The findings support early identification and interventions for children exhibiting chronic emotional dysregulation and decision-making characterised by a bias for smaller, immediate over larger, delayed rewards.

Relation between fluid intelligence and mathematics and reading comprehension achievements: The moderating role of student teacher relationships and school bonding

Several studies have shown the relevance among students of the quality of their interpersonal relationships for their academic achievement. Nevertheless, most studies available have explored the relation between the cognitive functioning and academic achievement without taking into account the quality of the relationships experienced in the school environment. Furthermore, the studies that have begun to consider the joint role of these factors in the prediction of academic achievement are scant. Therefore, it appears of relevance to deepen the relation between cognitive functioning and quality of school relationships in order to support students' academic achievement and the potential of youth. In this paper, we examined the moderating role of the quality of student-teacher relationships and school bonding (STR-SB) in the associations of fluid intelligence (Gf) with academic achievement among adolescents (N = 219). A multiple-group structural equation modelling analysis revealed that STR-SB quality moderated unexpectedly only the link between Gf and mathematics. The findings support the idea that the quality of student-teacher relationships may be a relevant dimension to be considered to clarify the association between cognitive functioning and academic achievement.

The representation of child-parent relation: validation of the Italian version of the child-parent relationship scale (CPRS-I)

This study proposes a psychometric validation of the Italian version of the Child-Parent Relationship Scale (CPRS) developed by Pianta in 1992. Based on attachment theory, the scale assesses parents' relationship perceptions with their own child and comprises three scales: Closeness, Conflict, and Dependency. A sample of 501 parents (188 fathers and 313 mothers) completed 30 items of the Italian version of the Child-Parent Relationship Scale (CPRS-I) online, but only 437 answered 85% of the entire protocol; hence, the analyses only focused on 437 participants. The first analysis of the original theoretical model revealed poor fit, item loadings, and internal consistency. Therefore, a follow-up analysis was conducted. Exploratory and confirmatory analyses with a split sample (EFA = 218; CFA = 219) confirmed the original three-factor structure of the Italian sample, although some items were eliminated. The validity and reliability of the Italian version of the CPRS-I were also verified by correlating the above three factors with measures of adult attachment styles and children's internalizing and externalizing behaviors. The CPRS-I showed significant correlations with all tested constructs, in line with those found by Driscoll and Pianta for the short form of the scale. Our results confirm that the CPRS-I has the same structure as the original scale; therefore, it can be a useful tool for assessing parents' perceptions of their relationship with their children. The implications for educational and clinical settings are also discussed.

Callous-unemotional traits and externalizing problem behaviors in left-behind preschool children: the role of emotional lability/negativity and positive teacher-child relationship

BACKGROUND

Callous-unemotional traits and emotional lability/negativity of young children have been regarded as the markers of externalizing problem behaviors. Based on the sensitivity to threat and affiliative reward model and the general aggression model, emotional lability/negativity may act as a mediator in the relationship between callous-unemotional traits and externalizing problem behaviors. Additionally, a positive teacher-child relationship could act as a buffer given the parental absence in left-behind children. However, these links remain unexplored in left-behind preschool children. Therefore, this study explored the link between callous-unemotional traits of left-behind preschool children and externalizing problem behaviors, as well as the mediating role of emotional lability/negativity and the moderating role of a positive teacher-child relationship.

METHOD

Data were collected on 525 left-behind children aged 3 to 6 years from rural kindergartens in China. Preschool teachers reported all data through an online survey platform. Moderated mediation analysis was performed to examine whether the mediated relation between callous-unemotional traits and externalizing problem behaviors was moderated by a positive teacher-child relationship.

RESULTS

The results showed callous-unemotional traits significantly predicted externalizing problem behaviors and lability/negativity acted as a mediator, while a positive teacher-child relationship acted as a protective factor in moderating the relationship between callous-unemotional traits and emotional lability/negativity. This study identified a moderated mediation effect among the four variables in left-behind preschool children in China.

CONCLUSION

The findings provide support for the advancement of theoretical foundations, and provide an avenue for further exploration to support the mental health and overall development of left-behind children during early childhood.

Teacher-child relational conflict and maladaptive social behaviors: The moderating role of children's values

Beginning in the preschool years, it is well established that teacher-child conflictual relationships are likely to have detrimental effects on children's behaviors. However, to date little attention has been paid to how certain core child factors, such as young children's personal values, might act as risk or protective factors in this context. Accordingly, we examined the associations between teacher-child relational conflict and children's maladaptive behaviors and asked whether children's personal values, defined here as their broad motivations in life, moderate these associations. Our sample consisted of 120 kindergarten children (58 girls; M_age = 67.53 months, SD = 6.53) and their teachers. Children's values were examined in a one-on-one interview using an animated values instrument. Teachers reported the level of conflict in the teacher-child relationships and children's maladaptive behaviors. The findings supported our hypothesis that teacher-child relational conflict is positively associated with children's externalizing and internalizing behaviors. In addition, children's self-transcendence values acted as a protective factor by weakening the adverse associations between teacher-child conflict and children's externalizing behaviors. Conversely, children's conservation values acted as a risk factor by strengthening the associations between teacher-child conflict and children's internalizing behaviors. We discuss the theoretical and practical implications of our findings.

The relationship between preschool teacher trait mindfulness and teacher-child relationship quality: the chain mediating role of emotional intelligence and empathy

The teacher-child relationship plays an important role in children's future development. However, the existing research mainly focuses on the influence of preschool teachers' external conditions on the teacher-student relationship, while the research on the influence of teachers' internal psychological characteristics on the teacher-student relationship is relatively lacking. In this study, three hundred and seventeen preschool teachers were tested were tested with Five Facet Mindfulness Questionnaire, Emotional Intelligence Scale, Chinese Interpersonal Response Index, and Teacher-student Relationship Scale. The results showed that trait mindfulness positively predicted the quality of parent-teacher relationship (β = 0.173, p = 0.026). Emotional intelligence played a mediating role in trait mindfulness and teacher-child relationship quality (β = 0.118, p = 0.004), and empathy played a mediating role in trait mindfulness and teacher-child relationship quality (β = 0.112, p = 0.001). Meanwhile, emotional intelligence and empathy played a chain mediating role in trait mindfulness and parent-teacher relationship quality (β = 0.044, p = 0.038). On the one hand, this study enriches attachment theory. The conclusions of this study verify the diversity of proximal factors in attachment theory, and confirm the influence of teachers' own characteristics and abilities on the teacher-child relationship quality. On the other hand, by exploring the factors affecting the teacher-child relationship quality, we can find ways to improve teacher-child relationship from a new perspective, and then provide some new methods and approaches for improving the quality of preschool teacher-child relationship.

Understanding academic readiness for kindergarten: The interactive role of emotion knowledge and teacher-child closeness

One goal of this study was to test the role of emotion knowledge and teacher-child closeness and conflict in predicting academic readiness for kindergarten over and above demographic factors and executive functioning skills (especially inhibitory control) known to predict readiness. Another goal was to test teacher-child closeness as a moderator of the association between emotion knowledge or executive functioning and academic readiness. A total of 141 4- and 5-year-old children completed emotion knowledge, academic readiness, and inhibitory control measures. Preschool teachers reported their perceived relationship closeness and conflict with individual students. Accounting for child age in months, family income, and inhibitory control, emotion knowledge and teacher-child closeness were positively associated with academic readiness. Teacher-child closeness moderated the relationship between emotion knowledge and academic readiness, suggesting that teacher-child closeness may be especially important in promoting academic readiness for preschool students with low emotion knowledge.

Teacher-Child Racial Congruence and Young Children's Preschool Adjustment

The purpose of this study was to explore how adjusted preschoolers were to preschool when their teachers were either racially congruent or racially incongruent and whether gender moderated these associations. In this study, 259 preschoolers (50% boys; Mage = 53.84 months; 63% White, 37% Black) in 44 classrooms at 16 federally- and privately-funded centers/preschools were rated for their adjustment to preschool using teacher (N = 44; 100% women, 52% White, 38% Black, 2% Asian, 5% American Indian/Alaskan Native, 2% Latine) reports and direct child assessments. Multi-level structural equation modeling was used to simultaneously address the non-independence of the data by estimating higher-level variance components (i.e., variance on a total of six preschool adjustment outcomes out due to the classroom and due to the center) as well as correlated outcomes. Accounting for classroom-level variance as well as school-, classroom-, and child-level covariates, these analyses revealed main effects for gender and teacher-child racial congruence, and not for race, but higher-order interactions were significant. White girls with White teachers scored higher than White girls with Black teachers on four outcomes. Black girls with Black teachers scored higher than Black girls with White teachers on three outcomes and lower on two outcomes. White boys with White teachers scored lower than White boys with Black teachers on three outcomes. Black boys with Black teachers scored lower than Black boys with White teachers on five outcomes and higher on one outcome. Magnitudes of associations found ranged from small to large across the analyses. These findings add to the growing literature concerning teacher racial congruence suggesting its association with preschool adjustment may be moderated by race and gender of the child. More research is needed to understand the mechanisms accounting for these associations.

Child temperament and child-teacher relationship quality: Implications for children’s emotional functioning during preschool period

Although, in the last years several studies have moved beyond analyzing the role of mother–child relationship in the association between child temperament and child emotional functioning, our knowledge is still limited about which fine-grained temperamental components of child reactivity and self-regulation are associated with child-teacher relationship quality. Also, fewer studies have looked at the moderating role of child-teacher relationship in the association between child temperament and child internalizing/externalizing problems during early childhood. The present study examined the relation between components of child temperamental Negative Affectivity, Surgency, and Effortful Control and child-teacher relationship quality (i.e., closeness, conflict) in preschool children. In addition, our aim was to test the moderating effect of the child-teacher relationship on the association between temperament and internalizing and externalizing problems. One hundred Romanian preschoolers (55 boys, mean age = 4.04 years) participated in this study. Mothers assessed their child’s temperament by completing the Children’s Behavior Questionnaire and externalizing and internalizing problems with the Child Behavior Checklist. Child-teacher relationship quality was evaluated by children’s teachers using the Student-Teacher Relationship Scale. Our results revealed that teachers rated their relationship as less conflictual with children who were assessed by their mothers as better in shifting and focusing attention, enjoying situations involving low stimulus intensity and displaying higher levels of Shyness, Sadness and Activity Level. Moreover, higher levels of Discomfort were associated with more conflict and less closeness while emotional reactivity such as Sadness, Fearfulness, and Activity Level were positively associated with closeness. Teacher-child closeness was associated with three temperamental self-regulation factors in the expected direction, except inhibitory control. Furthermore, results revealed a statistically significant interaction between child temperamental Shyness and child-teacher closeness in the prediction of child internalizing problems. Thus, when child-teacher closeness was low, there was a significant and positive relationship between child temperamental Shyness and child internalizing problems. Results highlight the importance of child-teacher relationship quality in relation to child temperament and social–emotional development during preschool period.

Risk and Protective Factors Associated with Student Distress and School Dropout: A Comparison between the Perspectives of Preadolescents, Parents, and Teachers

This study investigates the principal risk and protective factors associated with student distress and school dropout in a group of preadolescents, through a qualitative and quantitative comparison between the perspectives of students, parents, and teachers. We administered a questionnaire to evaluate student distress and school dropout in a middle school (student's age range 13-15 years). We afterwards analyzed the responses of students at risk of school dropout. We also administered a semi-structured interview with their parents and their teachers. The results indicated significant levels of school distress in students (Collective Distress > 8.75) and a problematic relationship between parents and students (22.42%). We also found a problematic relationship between teachers and students (24.39%). The main protective factor of student distress and school drop-out indicated by the students was a more sensitive and supportive relationship with both parents and teachers. On the contrary, parents and teachers indicated as possible causes of school distress and drop-out the intrinsic students' motivation or other external factors associated with the community. The results of our study highlight the importance to apply a multidimensional and transactional psycho-educational model, in which the relationship between the students and their caretaker plays a major role.

Preschool children's negative affect and social skills in China: The moderating effect of the teacher-child relationship

Negative affect is an important temperament in children, influencing their social skills. However, the evidence for this association in preschool children is limited. Moreover, the underlying mechanisms that explain the relationship between preschool children's negative affect and social skills remain less understood. Thus, the primary goal of this study was to examine the moderating role of the teacher-child relationship in the associations between negative affect and social skills of Chinese preschoolers. A sample of 198 preschool children (M age = 58.64 ± 3.83 months, 53% boys), recruited from 13 classes in two public kindergartens in Shanghai, China, participated in this 1-year longitudinal study. The mothers reported children's negative affect, while the teachers reported children's social skills and the teacher-child relationship. Results of a series of moderating effect analyses showed that (1) T1 negative affect could significantly negatively predict T2 social skills (cooperation, self-control, and assertion), and (2) the associations between negative affect and social skills were moderated by the teacher-child relationship (including teacher-child closeness and conflict). Specifically, a high level of teacher-child closeness buffered the prediction of negative affect on social skills, while a high level of teacher-child conflict aggravated the said prediction. The findings highlight the importance of the teacher-child relationship in the development of children's social skills during preschool age when they have a high level of negative affect. This has important implications for the development of interventions to improve teacher-child relationships and children's social skills.

Online Versus Classroom Teaching: Impact on Teacher and Student Relationship Quality and Quality of Life

The student-teacher relationship (STR) has been consistently associated to positive and generalized outcomes, though its quality seems to be questioned in online teaching, which in turn has had a negative impact on students and teachers’ wellbeing during school closures forced by the COVID-19 pandemic. The current work compared students and teachers’ perceptions of STR quality and quality of life after online and after classroom teaching, and if STR quality relates with perceived wellbeing across those teaching modalities. Participants were 47 teachers (61.7% female, Mage = 47.85) and 56 students (48.2% female, Mage = 13.13), who self-reported on the quality of STR and quality of life twice: after 3 months of online teaching and after 3 months of classroom teaching. Quality of life remained stable across teaching modalities. Teachers perceived no differences in teacher-student quality across both moments; students perceived higher conflict after classroom teaching. Closeness in STR associated with increased wellbeing and the reverse was true for conflict, though diverse domains of quality of life were implicated across timings and across teachers and students. These findings concur to online teaching being an impersonal experience for students, where conflict is lower due to the absence of social stimuli; alternatively, teachers may be urged to use the STR as a resource to sustain better positive outcomes even when teaching online, both for them and for their students.

Measuring Preservice Teachers’ Anticipated Teacher–Student Relationship Quality

The current study aimed to develop a measure of anticipated teacher–student relationship quality to be used with preservice teacher populations that is operationally similar to a measure commonly used with inservice teachers (i.e., short-form of the Student–Teacher Relationship Scale). To date, teacher–student relationship quality has been a construct studied solely with inservice teacher populations. Two hundred and thirteen preservice teachers participated in the current study. Results suggest that the developed measure of anticipated teacher–student relationship with preservice teachers demonstrated response trends similar to the measure used with inservice teachers except that preservice teachers anticipate more conflict with future students than inservice teachers report with current students. Additionally, results show the developed measure fits the two factor structure of the original scale and exhibits concurrent validity via associations with teacher self-efficacy beliefs. Implications for measuring anticipated teacher–student relationship quality within teacher education programs and future directions for research are discussed.

Unpacking Community-Based Youth Mentoring Relationships: An Integrative Review

Formal community-based youth mentoring relationships (CBM) are a popular form of intervention worldwide in which caring, non-parental adult figures are matched with at-risk children (i.e., children who experience an intense and/or chronic risk factor, or a combination of risk factors in personal, environmental and/or relational domains that prevent them from pursuing and fulfilling their potential) to promote development and health. Common models suggest that a close mentoring relationship is needed for the success of the intervention. However, it remains unclear which key relational processes and variables promote relationship quality to generate the most significant benefits. Using the PRISMA framework, 123 articles were identified as relevant for this review which explores the state of the literature on CBM relationships describing the main findings regarding the characteristics of the relationship and the mediating and moderating variables. An essential ingredient that consistently emerged for generating mentoring outcomes is characterized by feelings of support, sensitivity, and trust and accompanied by a purposeful approach to shaping the goals of the relationship. A balanced approach comprised of recreational, emotional, and catalyzing aspects has been reported as essential for mentoring success. Mentors' positive attitudes toward underprivileged youth, maturity in terms of age and experience are essential in forging positive relationships. Mentees who have better relational histories and more positive personality traits exhibited higher relationship quality. However, data imply the possibility of addressing mentees from moderate risk status. Preliminary evidence on thriving as a mediating variable was found. Program practices, such as training, parental involvement, and matching based on perceived similarities and similar interests, emerged as important factors. Generating many research suggestions, the review identifies research questions and uncharted territories that require inquiry.

Teachers’ Relationships with Children in the Finnish Early Childhood Education Context: A Validation Study

This study examined the factorial validity and measurement invariance of the Student–Teacher Relationship Scale–Short Form (STRS-SF), modified by Whitaker et al. (2015) , in the Finnish Early Childhood Education (ECE) context. Confirmatory factor analysis (CFA) supported the two-factor model of Closeness and Conflict after some item modifications and partial strong measurement invariance across ECE student teachers and two qualified ECE teacher groups. In general, the participants perceived high levels of closeness and low levels of conflicts with children. The qualified teachers who voluntarily enrolled in training to improve their professional competence perceived their relationships with children as more conflictual, reported less working experience, and had younger children in their classrooms, compared to the other qualified teachers. The student teachers perceived less closeness than the teachers but reported fewerconflicts than the teachers enrolled in training. This study extended the application of the STRS-SF in teacher education and research to a Nordic cultural context.

An Evaluation of Working on What Works (WOWW): A Solution-Focused Intervention for Schools

Working on What Works (WOWW) is a manualized, 10-week classroom intervention based on solution-focused brief therapy. This study evaluates WOWW using a randomized experimental, posttest-only design. The study included 30 fourth and fifth grade classrooms, containing 30 teachers and 413 students. Results indicate no significant differences between WOWW and control groups for student internalizing and externalizing behaviors, student-teacher relationships, student academic performance, or teacher sense of efficacy. However, students in the WOWW group had significantly fewer days absent from school compared with the control group. Additionally, teachers' ratings on WOWW classrooms' performance improved significantly more than teachers' ratings on the control classrooms. Results from this study show that WOWW is a feasible intervention for therapists to use in schools and can be implemented across classrooms in both public and private schools. WOWW has potential to improve student attendance and classroom performance, both of which are important areas of concern for schools.

The role of teachers' self-efficacy beliefs in the development of teacher-student relationships

Prior literature has suggested that teachers who are confident in their abilities to teach, assess, and manage classroom behavior may be more likely to engage in practices that lead to supportive and secure relationships with students. The current study investigated the trajectories of teacher-student relationships, examining the extent that teacher self-efficacy beliefs predicted ratings of conflict and closeness for 885 students from second to sixth grade. The trends of teacher-student closeness and conflict were modeled using a parallel curve of factors approach, controlling for student demographics and teacher-student racial and gender alignment prior to examining the extent that teacher self-efficacy beliefs influenced closeness and conflict across grades. Results from the parallel trajectories suggested that teacher-student conflict was stable from second to sixth grade, whereas teacher-student closeness demonstrated a declining curvilinear trend. The relationship between teacher-student conflict and closeness suggests that students with relatively high levels of conflict in second grade were likely to exhibit sharper declines in closeness over time. Across grades, teachers rated closer and less conflictual relationships with females but after controlling for gender and race (β = 0.083-0.328 for closeness; β = -0.118 to -0.238 for conflict), teacher-student racial and gender alignment associations with teacher-student relationship quality were less consistent. Teachers who reported higher self-efficacy beliefs were more likely to report higher ratings of closeness and lower ratings of conflict with students across all grades (β = 0.195-0.280 for closeness; β = -0.053 to -0.097 for conflict). These findings contribute to the literature regarding the role of teacher self-efficacy in teacher-student relationships. We discuss how teacher self-efficacy beliefs can be developed and leveraged to improve relationship quality in the classroom from a social cognitive perspective.

The moderating role of teacher-student relationships on the association between peer victimization and depression in students with intellectual disabilities

BACKGROUND

Students with intellectual disabilities (ID) are at increased risk of peer victimization and depressive symptoms. Little is known about the protective and aggravating factors that influence the association between peer victimization and depressive symptoms among students with ID.

AIMS

This study assesses the moderating role of two facets of teacher-student relationships (TSR)-warmth and conflict-on the association between peer victimization and depressive symptoms.

METHODS

A sample of 395 students (aged 11-22) with mild and moderate ID was recruited in Canada and Australia.

RESULTS

Hierarchical multiple regressions indicated that victimization and TSR conflict were both associated with higher levels of depressive symptoms, and that TSR conflict moderated the associations between both TSR warmth and victimization, and depressive symptoms. TSR warmth was related to lower levels of depression only for students who also reported a low level of TSR conflict. Similarly, associations between victimization and depression were weaker among students exposed to more conflictual TSR.

CONCLUSIONS

Students with ID are at increased risk of developing depressive symptoms when exposed to negative social relationships (i.e., peer victimization or TSR conflict). For these students, the benefits of TSR warmth were far less important than the consequences of conflict.

Propiedades psicométricas de la adaptación de la escala Teacher Observation of Classroom Adaptation-Revised (TOCA-R) para evaluar el comportamiento infantil en Brasil

El objetivo de este estudio fue realizar el análisis psicométrico de la escala Teacher Observation of Classroom Adaptation- Revised (TOCA-R) para su uso en escuelas brasileñas, y evaluar su validez y confiabilidad. Esta escala ha sido utilizada para evaluar el “Programa Elos”, que es la versión brasileña culturalmente adaptada del programa norteamericano “Good Behavior Game”. El instrumento fue adaptado por los investigadores en 2014 y está compuesto por 33 ítems con una escala de respuesta ordinal de tres puntos. En este estudio, se utilizó un diseño longitudinal cuasiexperimental de grupo único con los niños de 6 a 10 años, evaluados por sus maestros antes (n = 1448) y después (n = 673) de la implementación del Programa Elos en 2014. Se incluyeron cuatro ciudades brasileñas, 19 escuelas, 68 cursos y sus respectivos maestros, y los procedimientos analíticos fueron el análisis factorial exploratorio, el análisis factorial confirmatorio, el análisis de invariancia longitudinal y el análisis de confiabilidad por coeficientes de precisión. Los resultados del análisis factorial exploratorio mostraron un ajuste aceptable de cinco factores con 25 ítems, con una varianza total explicada del 60 % y un error residual medio de 0.02; el análisis factorial confirmatorio mostró un ajuste satisfactorio del modelo (χ2 = 961, df = 265, RMSEA = .078, IC 95 % = .07-.08, y CFI = 0.9); y se identificó la invariancia configuracional, métrica y escalar de la estructura latente, la cual, junto con la amplitud de variación de los coeficientes de precisión entre las dimensiones del instrumento (α = .78, .92; ω = .76, .92), da cuenta de evidencias de validez y confiabilidad que permiten utilizar la escala en la evaluación del Programa Elos en las escuelas brasileñas.

Early Maternal Sensitivity and Teacher-Student Relationship Quality Across Grade School: Enduring or Transient Associations?

Although teacher-student relationships are assumed to in part reflect early caregiving quality, their social provisions also undergo notable normative change over the course of primary school, shifting from a secure base for social exploration to an instrumental relationship centered on achieving academic goals. This report leveraged prospective, longitudinal data from the Study of Early Child Care and Youth Development (N = 1,306, 52% male, 77% White/non-Hispanic) to investigate whether the association between early caregiving and subsequent teacher-student relationship quality remains stable or diminishes in magnitude over time. Associations between early maternal sensitivity and teacher-student closeness faded from Kindergarten to Grade 6. In contrast, associations between early caregiving and teacher-student conflict endured and were partially accounted for by child externalizing problems.

Effect of mindfulness yoga programme MiYoga on attention, behaviour, and physical outcomes in cerebral palsy: a randomized controlled trial

AIM

To investigate the efficacy of an embodied mindfulness-based movement programme (MiYoga), targeting attention in children with cerebral palsy (CP).

METHOD

Total number of participants 42, with 24 boys (57.1%) and 18 girls (42.9%); mean age 9y 1mo, SD 3y; Gross Motor Function Classification System levels I=22, II=12, III=8) and their parents were randomized to either MiYoga (n=21) or waitlist comparison (n=21) groups. The primary outcome was attention postintervention measured by the Conners' Continuous Performance Test, Second Edition (CCPT). Secondary outcomes included parent and child mindfulness, child quality of life, parental well-being, child executive function, child behaviour, child physical measures, and the parent-child relationship.

RESULTS

Children in the MiYoga group demonstrated significantly better attention postintervention than the waitlist comparison group, with lower inattention scores on the hit reaction time standard error (F_1,33 =4.59, p=0.04, partial eta-squared [ηp2]=0.13) variable and fewer perseveration errors (F_1,33 =4.60, p=0.04, ηp2=0.13) on the CCPT. Intention-to-treat analysis also revealed that sustained attention in the MiYoga group was significantly better than in the waitlist comparison group postintervention (F_1,37 =5.97, p=0.02, ηp2=0.14). Parents in the MiYoga group demonstrated significantly decreased mindfulness (Mindfulness Attention Awareness Scale; F_1,33 =10.130, p=0.003, ηp2=0.246).

INTERPRETATION

MiYoga offers a lifestyle intervention that improves attention in children with CP. MiYoga can be considered as an additional option to standard rehabilitation to enhance attention for children with CP.

WHAT THIS PAPER ADDS

MiYoga, an embodied mindfulness-based movement programme, can enhance attention (more attentive and consistent performance) in children with cerebral palsy. MiYoga had no significant effect on physical functioning.

Trajectories of teacher-student warmth and conflict at the transition to middle school: Effects on academic engagement and achievement

Using piece-wise longitudinal trajectory analysis, this study investigated trajectories of teacher-reported warmth and conflict in their relationships with students 4years prior to and 3years following the transition to middle school in a sample of 550 academically at-risk and ethnically diverse adolescents. At the transition to middle school, teacher reports of warmth showed a significant drop (shift in intercept), above age-related declines. Both warmth and conflict declined across the middle school years. Structural equation modeling (SEM) tested effects of the shifts in intercept and the post-transition slopes on reading and math achievement, teacher-rated engagement, and student-reported school belonging 3years post-transition, above pre-transition levels of the outcome. For warmth, a drop in intercept predicted lower math scores and engagement, and a more positive slope predicted higher engagement. For conflict, an increase in intercept and a negative slope predicted lower engagement. Implications of findings for reducing normative declines in academic engagement in middle school are discussed.

Effect of parental neglect on smartphone addiction in adolescents in South Korea

The purpose of this study was to investigate the importance of the relationships with parents, peers, and teachers as a cause of adolescents' smartphone addiction, and to examine the effect of parental neglect on smartphone addiction and the mediating effect of relational maladjustment in school, especially focusing on the relational maladjustment with peers and teachers. For this purpose, a survey was conducted of students from middle schools and high schools in four regions of South Korea. A total of 1170 middle-school students who reported using smartphone took part in this study. A multiple mediator model was analyzed using the bootstrapping mediation methods Parental neglect was significantly associated with adolescents' smartphone addiction. Furthermore, in the relationship between parental neglect and smartphone addiction, parental neglect was not significantly associated with the relational maladjustment with peers, whereas the relational maladjustment with peers negatively influenced smartphone addiction. On the other hand, the relational maladjustment with teachers had a partial mediation effect between parental neglect and smartphone addiction. Based on the results of this study, some implications are suggested that include the need for (1) a customized program for adolescents who use smartphones addictively, (2) a family therapy program to strengthen family function, (3) an integrated case-management system to prevent the reoccurrence of parental neglect, (4) a program to improve relationships with teachers, and (5) expanding the leisure activity infrastructure to improve relationships with friends off-line.

Emotion Understanding, Social Competence and School Achievement in Children from Primary School in Portugal

This study analyzes the relationship between emotion understanding and school achievement in children of primary school, considering age, gender, fluid intelligence, mother’s educational level and social competence. In this study participated 406 children of primary school. The instruments used were the Test of Emotion Comprehension, Colored Progressive Matrices of Raven, Socially Action and Interpersonal Problem Solving Scale. The structural equation model showed the relationship between the emotion understanding and school performance depends on a mediator variable that in the context of the study was designated social competence. Age appear as an explanatory factor of the differences found, the mother’s educational level only predicts significantly social emotional competence, fluid intelligence is a predictor of emotion understanding, school achievement and social emotional competence. Regarding the influence of sex, emotional understanding does not emerge as a significant predictor of social emotional competence in girls or boys. Multiple relationships between the various factors associated with school achievement and social emotional competence are discussed as well as their implications in promoting child development and school success.

MiYoga: a randomised controlled trial of a mindfulness movement programme based on hatha yoga principles for children with cerebral palsy: a study protocol

INTRODUCTION

Cerebral palsy (CP) is the most common childhood physical disability, with life-long impacts for 1.77 in 1000 children. Although CP is primarily a physical disability, children with CP have an increased risk of experiencing cognitive difficulties, particularly attention and executive function deficits. Impairment in cognitive abilities can lead to subsequent impairment in independent functioning, education, employment and interpersonal relationships. This paper reports the protocol of a randomised controlled trial of a novel family-centred lifestyle intervention based on mindfulness and hatha yoga principles (MiYoga). MiYoga aims to enhance child and parent outcomes for children with CP.

METHODS AND ANALYSIS

The aim is to recruit 36 child-parent dyads (children aged 6-16 years; bilateral or unilateral CP; Gross Motor Function Classification System I-III), who will be randomly assigned to two groups: MiYoga andwaitlistt control. The MiYoga programme will be facilitated in a group format for 8 weeks. Assessments will be administered at baseline, prior to MiYoga, following completion of MiYoga, and at 6-month follow-up (retention). The primary outcome will be the child's sustained attentional ability as measured by the Conner's Continuous Performance Test II. Other outcomes of interest for children with CP consists of attentional control, physical functioning, behavioural and well-being. For parents, the outcomes of interest are mindfulness, psychological flexibility and well-being. Data will be analysed using general linear models, specifically analysis of covariance and analysis of variance.

ETHICS AND DISSEMINATION

Full ethical approval for this study has been obtained by the Children's Health Queensland Hospital and Health Service Research Ethics Committee (HREC/12/QRCH/120) and The University of Queensland (2012000993). If MiYoga is proven effective, its dissemination would assist children with CP and complement their ongoing therapy by improving the ability of the child to pay attention at school and in therapy, and alleviating environmentalstressorss for both the child and his/her parents.

TRIAL REGISTRATION NUMBER

ACTRN12613000729729; Pre-results.http://www.ANZCTR.org.au/ACTRN12613000729729.aspx DATE OF TRIAL REGISTRATION: Prospectively registered on 2 July 2013-present (ongoing).

FINDINGS TO DATE

Recruitment is complete. Data are still being collected at present. We aim to complete data collection by February 2017.

The role of preschool teacher-child interactions in academic adjustment: An intervention study with Playing-2-gether

BACKGROUND

Social relationships can serve as important risk or protective factors for child development in general, and academic adjustment in particular.

AIMS

This study investigated the role of teacher-child interactions in academic adjustment among preschool boys at risk of externalizing behaviour, using a randomized controlled trial study with Playing-2-gether (P2G), a 12-week indicated two-component intervention aimed at improving the affective quality of the teacher-child relationship and teacher behaviour management.

SAMPLE

In a sample of 175 preschool boys showing signs of externalizing behaviour (M_age  = 4 years, 9 months, SD_age  = 7 months) and their teachers, we investigated P2G effects on academic engagement as well as on language achievement.

METHODS

Academic engagement was rated by teachers at three occasions within one school year (T1 = pretest, T3 = post-test, and T2 = in-between intervention components). Language achievement was assessed by researchers at pre- and post-test, using a standardized test.

RESULTS

Cross-lagged path analyses revealed a direct intervention effect of P2G on academic engagement at Time 2. In addition, a significant indirect intervention effect was found on academic engagement at Time 3 through academic engagement at Time 2. Finally, academic engagement at Time 2 was found to predict language achievement at post-test. A marginally significant indirect intervention effect was found on language achievement at Time 3, through academic engagement at Time 2.

CONCLUSIONS

This intervention study suggests that teacher-child interactions predict academic engagement over time, which in turn improves language achievement among preschool boys at risk of externalizing behaviour.