@article{ref1,
title="Teacher-Child Relationship and Behavior Problem Trajectories in Elementary School",
journal="American educational research journal",
year="2011",
author="O'Connor, Erin E. and Dearing, Eric and Collins, Brian A.",
volume="48",
number="1",
pages="120-162",
abstract="The present study examined associations between the quality of teacher-child relationships and behavior problems among elementary school students using data from the NICHD Study of Early Child Care and Youth Development, a study of 1,364 children from birth through adolescence. There were two main findings. First, high-quality teacher-child relationships predicted low levels of externalizing behaviors. Second, high-quality relationships acted as protective factors, helping to prevent children with high levels of internalizing behaviors in early childhood from developing trajectories of long-term internalizing behavior problems. Teacher-child relationships may be proximal phenomena that can be targeted in interventions to help prevent behavior problems in middle childhood.<p />",
language="",
issn="0002-8312",
doi="10.3102/0002831210365008",
url="http://dx.doi.org/10.3102/0002831210365008"
}