TY  - JOUR
PY  - 2008//
TI  - Reciprocal relations between teacher-child conflict and aggressive behavior in kindergarten: a three-wave longitudinal study
JO  - Journal of clinical child and adolescent psychology
A1  - Doumen, Sarah
A1  - Verschueren, Karine
A1  - Buyse, Evelien
A1  - Germeijs, Veerle
A1  - Luyckx, Koen
A1  - Soenens, Bart
SP  - 588
EP  - 599
VL  - 37
IS  - 3
N2  - 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>
LA  - en
SN  - 1537-4416
UR  - http://dx.doi.org/10.1080/15374410802148079
ID  - ref1
ER  -