Citation

Hughes JN, Cavell TA, Jackson T. J. Clin. Child Psychol. 1999; 28(2): 173-184.

Affiliation

Department of Educational Psychology, Texas A&M University, College Station 77843-4225, USA.

Copyright

(Copyright © 1999, Informa - Taylor and Francis Group)

DOI

unavailable

PMID

10353077

Abstract

Examined the influence of the quality of the teacher-student relationship on children's subsequent levels of aggression in a sample of 61 second and third-grade children nominated and rated by their teachers as aggressive. The stability of teachers' and children's reports of relationships quality across academic years was in the low to moderate range. Teachers and children showed little agreement in their reports of relationship quality. Teachers' and children's reports of relationship quality in year 1 (Y1) predicted teacher-rated aggression the following year, controlling for Y1 ratings of aggression. Teachers' reports of relationship quality across Y1 and Y2 predicted peer-rated aggression, but not teacher-rated aggression, in Y3, controlling for Y1 aggression. Consistent with a buffering role for teacher-student relationships, a positive teacher-student relationship was of greatest benefit to children whose mothers reported rejecting parenting histories. We discuss implications for school-based prevention programs.

Language: en