@article{ref1,
title="Reciprocal relations between teacher-child conflict and aggressive behavior in kindergarten: a three-wave longitudinal study",
journal="Journal of clinical child and adolescent psychology",
year="2008",
author="Doumen, Sarah and Verschueren, Karine and Buyse, Evelien and Germeijs, Veerle and Luyckx, Koen and Soenens, Bart",
volume="37",
number="3",
pages="588-599",
abstract="In recent developmental theorizing, it has been hypothesized that teacher-child conflict and children's externalizing behavior affect one another reciprocally over time. However, the relation between teacher-child conflict and externalizing behavior has been mainly studied from a unidirectional point of view. Therefore, this study aimed to test the hypothesis of bidirectionality by means of a cross-lagged longitudinal design with kindergarten teacher reports on core variables at 3 measurement occasions in 1 year. Structural equation modeling with data of 148 kindergartners provided evidence for the hypothesis of bidirectionality. Specifically, results supported a transactional sequence in which children's aggressive behavior at the beginning of kindergarten led to increases in teacher-child conflict midyear, which in turn led to an increase of aggressive behavior at the end of the kindergarten school year.<p /><p>Language: en</p>",
language="en",
issn="1537-4416",
doi="10.1080/15374410802148079",
url="http://dx.doi.org/10.1080/15374410802148079"
}