TY  - JOUR
PY  - 2019//
TI  - Developmental links between externalizing behavior and student-teacher interactions in male adolescents with psychiatric disabilities
JO  - School psychology review
A1  - Hopman, Juliette A. B.
A1  - Tick, Nouchka T.
A1  - van der Ende, Jan
A1  - Wubbels, Theo
A1  - Verhulst, Frank C.
A1  - Maras, Athanasios
A1  - Breeman, Linda D.
A1  - Van Lier, Pol A. C.
SP  - 68
EP  - 80
VL  - 48
IS  - 1
N2  - Students exhibiting challenging externalizing behaviors may benefit from supportive interactions with teachers. However, if students show high levels of externalizing behaviors, this may negatively impact on student- teacher interactions, and vice versa. We therefore examined bidirectional developmental links between student- teacher interactions and externalizing behavior of male adolescents placed in special education because of psychiatric disabilities. Participants were 584 adolescents (Mage = 15.0 years, SD = 1.7) and their teachers from 14 Dutch special education schools. At 3 time points, student-reports of student-teacher interactions and teacher- reports of adolescents' externalizing behavior were collected. Using autoregressive cross-lagged models, results indicate that externalizing behavior predicted decreases in supportive interactions (β = −.09, p =.02), but not in negative interactions. Student-teacher interactions did not show a significant influence on externalizing behavior. Our results highlight externalizing behavior as an important target for interventions intended to improve student- teacher interactions.<p />  <p>Language: en</p>
LA  - en
SN  - 0279-6015
UR  - http://dx.doi.org/10.17105/SPR-2017-0144.V48-1
ID  - ref1
ER  -