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Guo N, Huebner ES, Gong X, Tian L. Psychological maltreatment by teachers and peer victimization in Chinese youth: Depression and aggression as mediators. CHILD ABUSE & NEGLECT 2024; 153:106809. [PMID: 38696951 DOI: 10.1016/j.chiabu.2024.106809] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/23/2023] [Revised: 03/24/2024] [Accepted: 04/18/2024] [Indexed: 05/04/2024]
Abstract
BACKGROUND Psychological maltreatment by teachers and peer victimization are significant public health issues among youth. However, few studies have verified transactional associations between psychological maltreatment by teachers and peer victimization at the within-person level and the mediating roles of depression and aggression have yet to be fully evaluated. OBJECTIVE This study examined the transactional associations between psychological maltreatment by teachers and peer victimization from middle childhood to early adolescence, separating within- and between-person variation. The study also examined whether youth's depression and aggression mediated the associations. PARTICIPANTS AND SETTING A total of 4945 Chinese youth (Mage = 9.92 years, SD = 0.73 53 % boys) completed a packet of measures on five occasions at 6-month intervals from May of 2017 to May of 2019. METHODS Random Intercept Cross-Lagged Panel Models (RI-CLPMs) were used to distinguish between- and within-person effects. RESULTS The results indicated that: (a) Psychological maltreatment by teachers predicted peer victimization, and vice versa; (b) Depression (but not aggression) mediated the associations from peer victimization to psychological maltreatment by teachers. CONCLUSIONS The findings supported bidirectional spillover effects between adverse teacher-student and peer interactions and demonstrated at the within-person level that such effects were transmitted indirectly via youth's depression.
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Affiliation(s)
- Nan Guo
- Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents (South China Normal University), Ministry of Education, Guangzhou 510631, People's Republic of China; School of Psychology, South China Normal University, Guangzhou 510631, People's Republic of China
| | - E Scott Huebner
- Department of Psychology, University of South Carolina, Columbia, SC 29208, USA.
| | - Xue Gong
- Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents (South China Normal University), Ministry of Education, Guangzhou 510631, People's Republic of China; School of Psychology, South China Normal University, Guangzhou 510631, People's Republic of China
| | - Lili Tian
- Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents (South China Normal University), Ministry of Education, Guangzhou 510631, People's Republic of China.
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Jaruseviciute V, Silinskas G, Kiuru N. Socioemotional functioning across the transition to lower secondary school: The role of temperament and relationships with mothers and teachers. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2023; 33:1143-1163. [PMID: 37272303 DOI: 10.1111/jora.12866] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/17/2022] [Accepted: 05/18/2023] [Indexed: 06/06/2023]
Abstract
This Finnish longitudinal study investigated the role of relationships with mothers (n = 631) and teachers (n = 56), and adolescents' (n = 848; 53.9% girls, 46.1% boys) temperament in the development of the adolescents' socioemotional functioning during the transition to lower secondary school (Grade 6 to Grade 7; age in Grade 6: M = 12.32, SD = 0.36). The results showed that mother-adolescent closeness predicted a higher level and teacher-adolescent closeness predicted a smaller decrease in prosocial behavior. Teacher-adolescent conflict predicted a higher level, and mother-adolescent conflict predicted an increase in externalizing problems. Only temperament predicted internalizing problems. In addition, relationship quality both mediated and moderated some of the associations between temperament and socioemotional functioning.
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Affiliation(s)
- Vilija Jaruseviciute
- Department of Psychology, Faculty of Education and Psychology, University of Jyväskylä, Jyväskylä, Finland
| | - Gintautas Silinskas
- Department of Psychology, Faculty of Education and Psychology, University of Jyväskylä, Jyväskylä, Finland
| | - Noona Kiuru
- Department of Psychology, Faculty of Education and Psychology, University of Jyväskylä, Jyväskylä, Finland
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Frawley C, Babb K, Lambie GW. Predictors of Trauma Symptoms Among Children Referred for Behavioral School-based Mental Health Counseling. JOURNAL OF CHILD & ADOLESCENT TRAUMA 2023; 16:597-605. [PMID: 37593055 PMCID: PMC10427567 DOI: 10.1007/s40653-023-00522-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/01/2023] [Indexed: 08/19/2023]
Abstract
Child mental health researchers often focus on interventions that improve externalizing problems (i.e., disruptive, aggressive, and impulsive behaviors), due to the relationship between children's externalizing behaviors and social, emotional, and academic disparities. School-based mental health counselors work to reduce externalizing problems due to the relationship between these behaviors and school-based problems, such as bullying victimization, school adjustment difficulties, and suspension. Children with complex trauma histories often exhibit externalizing problems. Unfortunately, limited research examines school trauma screening and guidelines for schools to effectively distinguish behavioral and trauma-related symptoms. As a result, we examined whether children's trauma symptoms predicted their externalizing problems that prompted referrals for school-based mental health counseling interventions at three Title-I elementary schools.
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Affiliation(s)
- Caitlin Frawley
- Department of Counselor Education and School Psychology, University of Central Florida, Orlando, FL USA
| | - Kathryn Babb
- Department of Counselor Education and School Psychology, University of Central Florida, Orlando, FL USA
| | - Glenn W. Lambie
- Department of Counselor Education and School Psychology, University of Central Florida, Orlando, FL USA
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Elizarov E, Benish-Weisman M, Ziv Y. Teacher-child relational conflict and maladaptive social behaviors: The moderating role of children's values. J Exp Child Psychol 2023; 233:105689. [PMID: 37086666 DOI: 10.1016/j.jecp.2023.105689] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/24/2022] [Revised: 03/22/2023] [Accepted: 03/25/2023] [Indexed: 04/24/2023]
Abstract
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; Mage = 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.
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Affiliation(s)
- Einat Elizarov
- Department of Counseling and Human Development, University of Haifa, Mount Carmel, Haifa 31905, Israel.
| | - Maya Benish-Weisman
- Paul Baerwald School of Social Work and Social Welfare, The Hebrew University of Jerusalem, Mount Scopus, Jerusalem 91905, Israel
| | - Yair Ziv
- Department of Counseling and Human Development, University of Haifa, Mount Carmel, Haifa 31905, Israel
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Gong X, Huebner ES, Tian L. Longitudinal Relations Between Child Maltreatment in Families and Psychological Maltreatment by Teachers: The Mediating Roles of Internalizing and Externalizing Problems Among Chinese Children. JOURNAL OF INTERPERSONAL VIOLENCE 2023; 38:2716-2741. [PMID: 35608998 DOI: 10.1177/08862605221104524] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Relationships in the family (e.g., child maltreatment in families) and school environments (e.g., psychological maltreatment by teachers) are influential in children's socialization, but how family and teacher-student domains mutually affect each other and which mediating mechanisms are involved in cross-domain spillover at the within-person level are not well understood. This study examined the bidirectional relations between child maltreatment in families and psychological maltreatment by teachers and whether internalizing and externalizing problems functioned as mediators between them after separating between-person effects from within-person effects. A total of 4270 Chinese children (54.9% boys; Mage = 9.92; SD = 0.51) participated in a five-wave longitudinal study with 6-month intervals. Results from random intercept cross-lagged panel modeling mainly found that: (1) Child maltreatment in families predicted psychological maltreatment by teachers, and vice versa; (2) child maltreatment in families influenced psychological maltreatment by teachers through externalizing problems; child maltreatment in families affected the likelihood of psychological maltreatment by teachers via the sequential effect from internalizing problems to externalizing problems at the within-person level; and (3) internalizing and externalizing problems mediated the longitudinal relations from psychological maltreatment by teachers to child maltreatment in families separately. Findings demonstrated bidirectional spillover effects in the domains of family and teacher-student relationships, suggesting that children may be trapped in a vicious cycle of negative relationships through internalizing and externalizing problems, either directly or indirectly. Thus, these two domains influence each other through children's internalizing and externalizing problems. Interventions aimed at addressing maltreatment should include family, school, and individual (i.e., internalizing and externalizing problems) components to prevent a downward spiral.
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Affiliation(s)
- Xue Gong
- Center for Studies of Psychological Application, 12451South China Normal University, Guangzhou, People's Republic of China
- School of Psychology, 12451South China Normal University, Guangzhou, People's Republic of China
| | - E Scott Huebner
- Department of Psychology, 2629University of South Carolina, Columbia, SC, USA
| | - Lili Tian
- Center for Studies of Psychological Application, 12451South China Normal University, Guangzhou, People's Republic of China
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Husby SM, Skalická V, Li Z, Belsky J, Wichstrøm L. Reciprocal Relations Between Conflicted Student-teacher Relationship and Children's Behavior Problems: Within-person Analyses from Norway and the USA. Res Child Adolesc Psychopathol 2023; 51:331-342. [PMID: 36301413 PMCID: PMC9908624 DOI: 10.1007/s10802-022-00968-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2022] [Revised: 08/16/2022] [Accepted: 08/16/2022] [Indexed: 02/09/2023]
Abstract
Current evidence suggests that conflicted student-teacher relationships may increase behavior problems in children and vice-versa, but this may be due to confounding. We therefore analyzed their relation applying a within-person approach that adjusts for all time-invariant confounding effects, involving samples from Norway (n = 964, 50.9% females) and the USA (n = 1,150, 48.3% females) followed from age 4-12 years with similar measures. Increased parent-reported behavior problems forecasted increased student-teacher conflict to a similar extent in both countries (β = 0.07, p = .010), whereas teacher-reported behavior problems predicted increased student-teacher conflict more strongly in Norway (β = 0.14, p = .001) than in the US (β = 0.08, p = .050). Increased teacher-child conflict also predicted increased parent-reported (β = 0.07, p = .010), but not teacher-reported, behavior problems in both countries. Findings underscore the reciprocal relation between behavior problems and a conflictual student-teacher relationship.
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Affiliation(s)
- Silje Merethe Husby
- Department of Psychology, Norwegian University of Science and Technology, Trondheim, Norway. .,Department of Child and Adolescent Psychiatry, St. Olav's Hospital, Trondheim, Norway.
| | - Věra Skalická
- Department of Psychology, Norwegian University of Science and Technology, Trondheim, Norway
| | - Zhi Li
- School of Psychological and Cognitive Sciences and Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing, China
| | - Jay Belsky
- Department of Psychology, Norwegian University of Science and Technology, Trondheim, Norway ,Department of Human Ecology, University of California, Davis, USA
| | - Lars Wichstrøm
- Department of Psychology, Norwegian University of Science and Technology, Trondheim, Norway ,Department of Child and Adolescent Psychiatry, St. Olav’s Hospital, Trondheim, Norway
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Spilt JL, Verschueren K, Van Minderhout MBWM, Koomen HMY. Practitioner Review: Dyadic teacher-child relationships: comparing theories, empirical evidence and implications for practice. J Child Psychol Psychiatry 2022; 63:724-733. [PMID: 35098529 DOI: 10.1111/jcpp.13573] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 12/12/2021] [Indexed: 11/28/2022]
Abstract
BACKGROUND Research on dyadic teacher-child relationships has grown rapidly. However, a review of relevant theories and its implications for assessment and intervention has been lacking so far. METHODS A selective review of theories, empirical evidence and interventions was conducted. RESULTS AND CONCLUSIONS Different theories highlight distinct aspects of teacher-child relationships and have different implications for assessment and intervention. The attachment perspective on dyadic teacher-child relationships is most widely applied in psychological research. Also relatively well-known is self-determination theory. However, the interpersonal theory, though widely applied in educational research to teacher-class interactions, has been largely overlooked in research on dyadic teacher-child relationships. The overarching dyadic systems perspective, providing insight in the dynamic interplay between different aspects of teacher-child relationships, also deserves more attention. Recommendations to improve teacher-child relationships address the need for teacher sensitivity, relationship-based communication and flexibility in interpersonal behaviour in everyday teaching.
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Affiliation(s)
- Jantine L Spilt
- Faculty of Psychology and Educational Sciences, KU Leuven - University of Leuven, Leuven, Belgium
| | - Karine Verschueren
- Faculty of Psychology and Educational Sciences, KU Leuven - University of Leuven, Leuven, Belgium
| | | | - Helma M Y Koomen
- Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands
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The Mediational Effect of Achievement Goals in the Association Between Teacher–Student Relationships and Behavioral/Emotional Risk. SCHOOL MENTAL HEALTH 2022. [DOI: 10.1007/s12310-022-09527-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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Valdebenito S, Speyer L, Murray AL, Ribeaud D, Eisner M. Associations between Student-Teacher Bonds and Oppositional Behavior Against Teachers in Adolescence: A Longitudinal Analysis from Ages 11 to 15. J Youth Adolesc 2022; 51:1997-2007. [PMID: 35764714 PMCID: PMC9363334 DOI: 10.1007/s10964-022-01645-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/21/2021] [Accepted: 06/14/2022] [Indexed: 11/25/2022]
Abstract
Prior research has found evidence for a positive effect of student-teacher bonds on children's behavior. However, little research has investigated these relations following a transactional model of child development. This study investigated the bidirectional associations between student-teacher relationships and oppositional behaviors towards teachers using the 'Zurich Project on the Social Development from Childhood to Adulthood' (n = 1527; median ages 11, 13 and 15; 49% female). Results of a random-intercept cross-lagged panel model suggested that, among boys, positive student-teacher bonds at age 13 were associated with fewer teacher-reported oppositional behaviors two years later. The results indicated that negative interactions with teachers may be part of vicious cycles of poor relationships and increased levels of oppositional behavior, particularly for boys in late adolescence.
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Affiliation(s)
- Sara Valdebenito
- Institute of Criminology, University of Cambridge, Cambridge, UK.
| | - Lydia Speyer
- Department of Psychology, University of Cambridge, Cambridge, UK
| | | | - Denis Ribeaud
- Jacobs Center for Productive Youth Development, University of Zurich, Zurich, Switzerland
| | - Manuel Eisner
- Institute of Criminology, University of Cambridge, Cambridge, UK
- Jacobs Center for Productive Youth Development, University of Zurich, Zurich, Switzerland
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Ali F, Ang RP. Predicting How Well Adolescents Get Along with Peers and Teachers: A Machine Learning Approach. J Youth Adolesc 2022; 51:1241-1256. [PMID: 35377099 DOI: 10.1007/s10964-022-01605-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/24/2022] [Accepted: 03/14/2022] [Indexed: 10/18/2022]
Abstract
How well adolescents get along with others such as peers and teachers is an important aspect of adolescent development. Current research on adolescent relationship with peers and teachers is limited by classical methods that lack explicit test of predictive performance and cannot efficiently discover complex associations with potential non-linearity and higher-order interactions among a large set of predictors. Here, a transparently reported machine learning approach is utilized to overcome these limitations in concurrently predicting how well adolescents perceive themselves to get along with peers and teachers. The predictors were 99 items from four instruments examining internalizing and externalizing psychopathology, sensation-seeking, peer pressure, and parent-child conflict. The sample consisted of 3232 adolescents (M = 14.0 years, SD = 1.0 year, 49% female). Nonlinear machine learning classifiers predicted with high performance adolescent relationship with peers and teachers unlike classical methods. Using model explainability analyses at the item level, results identified influential predictors related to somatic complaints and attention problems that interacted in nonlinear ways with internalizing behaviors. In many cases, these intrapersonal predictors outcompeted in predictive power many interpersonal predictors. Overall, the results suggest the need to cast a much wider net of variables for understanding and predicting adolescent relationships, and highlight the power of a data-driven machine learning approach with implications on a predictive science of adolescence research.
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Affiliation(s)
- Farhan Ali
- Learning Sciences and Assessment Academic Group, National Institute of Education, Nanyang Technological University, Singapore, Singapore.
| | - Rebecca P Ang
- Psychology and Child & Human Development Academic Group, National Institute of Education, Nanyang Technological University, Singapore, Singapore
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Mediating effects of social problem-solving and coping efficacy on the relationship between cumulative risk and mental health in Chinese adolescents. CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-021-02167-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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12
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Bosman RJ, Zee M, de Jong PF, Koomen HMY. Using relationship-focused reflection to improve teacher-child relationships and teachers' student-specific self-efficacy. J Sch Psychol 2021; 87:28-47. [PMID: 34303446 DOI: 10.1016/j.jsp.2021.06.001] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/29/2019] [Revised: 02/22/2021] [Accepted: 06/04/2021] [Indexed: 11/30/2022]
Abstract
The present study evaluated whether LLInC (Leerkracht-Leerling Interactie Coaching in Dutch, or Teacher-Student Interaction Coaching), a teacher-based coaching-intervention, yielded improvements in dyadic affective teacher-child relationships in elementary school (Grades 2-6). Based on attachment theory, LLInC aims to foster more flexible and differentiated mental representations of teachers' relationships with individual children with whom they experience relationship difficulties. Using a quasi-experimental design, we compared an intervention group of teachers (n = 46 teachers and 92 children) receiving LLInC with a control group receiving no form of intervention (n = 32 teachers and 88 children). To investigate possible transfer effects, we asked teachers from the intervention group to report on their relationships and self-efficacy beliefs regarding two other children with whom they experienced relationship difficulties as well (n = 46 teachers and 81 children). Multilevel models were used to examine intervention effects on teachers' perceptions of relationship quality (i.e., Closeness, Conflict, Dependency), and teachers' student-specific self-efficacy beliefs for Behavior Management and Emotional Support. Teachers receiving LLInC reported short-term improvements in Closeness and self-efficacy beliefs for Emotional Support and decreases in Conflict as compared to control teachers. Similar improvements in Closeness and self-efficacy for Emotional Support were found for the intervention-transfer group as compared to control teachers. Also, teachers receiving LLInC had short-term and longer-term improvements in self-efficacy beliefs for Behavior Management as compared to control teachers. These improvements regarding Behavior Management were not found for the intervention-transfer group.
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Affiliation(s)
- Rianne J Bosman
- Research Institute of Child Development and Education, University of Amsterdam, P.O. Box 15776, NL-1001 NG Amsterdam, the Netherlands.
| | - Marjolein Zee
- Research Institute of Child Development and Education, University of Amsterdam, P.O. Box 15776, NL-1001 NG Amsterdam, the Netherlands.
| | - Peter F de Jong
- Research Institute of Child Development and Education, University of Amsterdam, P.O. Box 15776, NL-1001 NG Amsterdam, the Netherlands.
| | - Helma M Y Koomen
- Research Institute of Child Development and Education, University of Amsterdam, P.O. Box 15776, NL-1001 NG Amsterdam, the Netherlands.
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