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Reciprocal Links Between Teacher-Student Relationships and Peer Victimization: A Three-Wave Longitudinal Study in Early Adolescence. J Youth Adolesc 2021; 50:2166-2180. [PMID: 34480671 DOI: 10.1007/s10964-021-01490-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/03/2021] [Accepted: 08/21/2021] [Indexed: 10/20/2022]
Abstract
Although teachers play a central role in tackling peer victimization at school, no study so far has investigated transactional associations between positive and negative teacher-student relationship dimensions and peer victimization in early adolescence. Investigating both dimensions simultaneously in upper elementary school allows to examine differential effects on peer victimization (and vice versa) and could aid tailored prevention and intervention efforts. At three time points within one school year, self-reported teacher-student closeness and conflict and self- and peer-reported peer victimization were assessed in a sample of 930 fourth to sixth grade students (Mage = 10.55 years, 53.1% girls). Cross-lagged models revealed negative within-time associations between closeness and self-reported peer victimization, and positive within-time associations between conflict and self-reported peer victimization at most time points. Whereas closeness and conflict negatively predicted each other across the school year, no bidirectional longitudinal effects were found between teacher-student relationships and peer victimization. The current findings highlight the need for early prevention and intervention efforts to tackle peer victimization, build positive teacher-student relationships, and especially reduce negative teacher-student relationships.
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Markovitch N, Knafo-Noam A. Sensitivity, but to which environment? Individual differences in sensitivity to parents and peers show domain-specific patterns and a negative genetic correlation. Dev Sci 2021; 24:e13136. [PMID: 34155726 DOI: 10.1111/desc.13136] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2020] [Revised: 05/25/2021] [Accepted: 06/02/2021] [Indexed: 12/01/2022]
Abstract
The idea that individuals differ in their sensitivity to the environment's effects is a cornerstone of developmental science. It has been demonstrated repeatedly, for different kinds of stressors, outcomes, and sensitivity markers. However, almost no empirical work was done to examine whether environmental sensitivity is domain-general (i.e., the same individuals are sensitive to different environmental contexts) or domain-specific (i.e., different individuals are sensitive to different environmental contexts), despite its importance to understanding human development, learning, and behavior. To address this question, phenotypic sensitivity to parents and to peers were compared in 1313 11-year-old Israeli adolescent twins. We found that, (1) our phenotypic markers indeed moderate environmental influences, with a discriminant predictive utility, (2) adolescents who are sensitive to their parents are not necessarily sensitive to their peers, and (3) sensitivity to parents and sensitivity to peers have different etiologies and show a negative genetic correlation, indicating that adolescents carrying genetic markers for sensitivity to parents are less likely to carry genetic markers for sensitivity to peers. These findings suggest that environmental sensitivity shows domain-specific patterns, as different individuals can be sensitive to different environments. We discuss the theoretical, empirical, and practical implications of domain-specificity of environmental sensitivity.
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Affiliation(s)
- Noam Markovitch
- Department of Psychology, The Hebrew University of Jerusalem, Mount Scopus, Jerusalem, Israel
| | - Ariel Knafo-Noam
- Department of Psychology, The Hebrew University of Jerusalem, Mount Scopus, Jerusalem, Israel
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The reciprocal relationships between head teachers’ negotiation management behavior and teacher-student relationship and primary school students’ externalizing problem behaviors from grades four to six: A cross-lagged study. ACTA PSYCHOLOGICA SINICA 2021. [DOI: 10.3724/sp.j.1041.2021.01120] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Valle JE, Williams LCDA. Engajamento Escolar: Revisão de Literatura Abrangendo Relação Professor-Aluno e Bullying. PSICOLOGIA: TEORIA E PESQUISA 2021. [DOI: 10.1590/0102.3772e37310] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Resumo Foi realizada uma revisão sistemática da literatura acerca da influência da relação professor-aluno e do envolvimento em bullying no engajamento escolar dos alunos, baseando-se no Protocolo PRISMA. Consultou-se as bases de dados ERIC, LILACS, PsycINFO, Scielo, Scopus, Web of Science e o Portal de Periódicos da CAPES. Foram analisados 35 artigos, apontando que a relação professor-aluno e o envolvimento em bullying estão associados ao engajamento escolar, podendo predizê-lo. Alunos que possuem relações positivas com professores tendem a apresentar maior engajamento escolar, enquanto alunos que possuem relações conflituosas com professores ou que se envolvem em bullying tendem a apresentar menor engajamento escolar. Os resultados foram inconsistentes acerca da combinação de efeitos da relação professor-aluno e do envolvimento em bullying no engajamento escolar.
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Bottiani JH, McDaniel HL, Henderson L, Castillo JE, Bradshaw CP. Buffering Effects of Racial Discrimination on School Engagement: The Role of Culturally Responsive Teachers and Caring School Police. THE JOURNAL OF SCHOOL HEALTH 2020; 90:1019-1029. [PMID: 33184890 PMCID: PMC7702121 DOI: 10.1111/josh.12967] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/24/2020] [Accepted: 08/28/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Urban black adolescents' wellbeing in the early high school years can be negatively impacted by exposure to racial discrimination. These impacts may be buffered by supportive relationships with adults at school. We considered both the protective and promotive effects of culturally responsive teachers and caring school police on school engagement for students exposed to racial discrimination across settings. METHOD This study leveraged baseline student report from a sample of urban, predominantly black high school students with elevated teacher-rated levels of aggressive behavior (N = 397 9th graders; 91.2% black; 50.4% male; J = 10 schools). Using a path model with full-information maximum likelihood estimation, we examined the associations of racial discrimination, teacher cultural responsiveness, and school police caring in relation to school engagement and school disconnection, adjusting for covariates, including family racial socialization. RESULTS Frequency of racial discrimination was significantly associated with lower school engagement and greater school disconnection. Teacher cultural responsiveness was significantly, favorably associated with all outcomes. Police caring had no significant direct associations; however, there were moderation effects. When police caring was below average, increased racial discrimination was associated with significantly poorer attitudes toward school. CONCLUSIONS Findings suggested that students' perceptions of school police caring may buffer links between racial discrimination experiences and school disconnection. Moreover, students who perceive that their teachers are culturally responsive may feel more engaged at school. Interventions to promote teachers' and school police officers' cultural responsiveness and caring may improve engagement among at-risk urban youth who experience racial discrimination.
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Affiliation(s)
- Jessika H. Bottiani
- Assistant Professor, University of Virginia, School of Education and Human Development, PO Box 400281, Charlottesville, VA 22904.
| | - Heather L. McDaniel
- Assistant Professor, , University of Virginia, School of Education and Human Development, PO Box 400281, Charlottesville, VA 22904.
| | - Lora Henderson
- Youth‐Nex Postdoctoral Research Associate, , University of Virginia, School of Education and Human Development, PO Box 400281, Charlottesville, VA 22904.
| | - Jasmin E. Castillo
- Doctoral Student, , Pennsylvania State University, Human Development and Family Studies, 27 Health and Human Development Building, University Park, PA 16802.
| | - Catherine P. Bradshaw
- Professor and Senior Associate Dean, , University of Virginia, School of Education and Human Development, PO Box 400270, Charlottesville, VA 22904.
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Ettekal I, Shi Q. Developmental trajectories of teacher-student relationships and longitudinal associations with children's conduct problems from Grades 1 to 12. J Sch Psychol 2020; 82:17-35. [PMID: 32988461 DOI: 10.1016/j.jsp.2020.07.004] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/15/2020] [Revised: 05/01/2020] [Accepted: 07/09/2020] [Indexed: 11/20/2022]
Abstract
This study examined the development and continuity of teacher-student relationship quality across the formal schooling years (Grades 1 to 12) and investigated how variations (i.e., differential trajectories) in teacher-student relationship quality were longitudinally associated with children's conduct problems across childhood and adolescence. Participants consisted of 784 students (Mage = 6.57 in Grade 1; 47% girls, 37.4% Latino or Hispanic, 34.1% European American, and 23.2% African American) who were identified as being academically at risk (i.e., had low literacy scores at school entry). Distinct subgroups of children were identified based on variations in their teacher-student warmth and conflict trajectories, and patterns of continuity and change were also assessed across the transition to middle school. The findings provided insights into how the duration, magnitude, and timing of teacher-student relationship quality were associated with children's conduct problems. More specifically, relationships characterized by early-onset deficits, chronic and persistent relationship difficulties, or adolescent-onset conflict were associated with distinct patterns of conduct problems throughout childhood and adolescence.
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Affiliation(s)
- Idean Ettekal
- Department of Educational Psychology, Texas A&M University, United States of America.
| | - Qinxin Shi
- Department of Educational Psychology, Texas A&M University, United States of America
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Adolescents' engagement trajectories in multicultural classrooms: The role of the classroom context. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2020. [DOI: 10.1016/j.appdev.2020.101156] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Olivier E, Azarnia P, Morin AJS, Houle SA, Dubé C, Tracey D, Maïano C. The moderating role of teacher-student relationships on the association between peer victimization and depression in students with intellectual disabilities. RESEARCH IN DEVELOPMENTAL DISABILITIES 2020; 98:103572. [PMID: 31954946 DOI: 10.1016/j.ridd.2020.103572] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/16/2019] [Revised: 11/25/2019] [Accepted: 01/02/2020] [Indexed: 06/10/2023]
Abstract
BACKGROUND Students with intellectual disabilities (ID) are at increased risk of peer victimization and depressive symptoms. Little is known about the protective and aggravating factors that influence the association between peer victimization and depressive symptoms among students with ID. AIMS This study assesses the moderating role of two facets of teacher-student relationships (TSR)-warmth and conflict-on the association between peer victimization and depressive symptoms. METHODS A sample of 395 students (aged 11-22) with mild and moderate ID was recruited in Canada and Australia. RESULTS Hierarchical multiple regressions indicated that victimization and TSR conflict were both associated with higher levels of depressive symptoms, and that TSR conflict moderated the associations between both TSR warmth and victimization, and depressive symptoms. TSR warmth was related to lower levels of depression only for students who also reported a low level of TSR conflict. Similarly, associations between victimization and depression were weaker among students exposed to more conflictual TSR. CONCLUSIONS Students with ID are at increased risk of developing depressive symptoms when exposed to negative social relationships (i.e., peer victimization or TSR conflict). For these students, the benefits of TSR warmth were far less important than the consequences of conflict.
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Affiliation(s)
- Elizabeth Olivier
- Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, Canada.
| | - Parin Azarnia
- Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, Canada
| | - Alexandre J S Morin
- Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, Canada
| | - Simon A Houle
- Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, Canada
| | - Céleste Dubé
- Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, Canada
| | - Danielle Tracey
- School of Education, Western Sydney University, Sydney, Australia
| | - Christophe Maïano
- Département de psychoéducation et de psychologie, Université du Québec en Outaouais, Saint-Jérôme, Canada
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Hopman JAB, Tick NT, van der Ende J, Wubbels T, Verhulst FC, Maras A, Breeman LD, van Lier PAC. Developmental Links Between Externalizing Behavior and Student–Teacher Interactions in Male Adolescents With Psychiatric Disabilities. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.17105/spr-2017-0144.v48-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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10
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Ibrahim A, El Zaatari W. The teacher–student relationship and adolescents’ sense of school belonging. INTERNATIONAL JOURNAL OF ADOLESCENCE AND YOUTH 2019. [DOI: 10.1080/02673843.2019.1660998] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/26/2022] Open
Affiliation(s)
- Ali Ibrahim
- Foundations of Education Department, UAE University , Al Ain, UAE
| | - Wafaa El Zaatari
- Foundations of Education Department, UAE University , Al Ain, UAE
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Vandenbroucke L, Weeda W, Lee N, Baeyens D, Westfall J, Figner B, Huizinga M. Heterogeneity in Cognitive and Socio-Emotional Functioning in Adolescents With On-Track and Delayed School Progression. Front Psychol 2018; 9:1572. [PMID: 30197618 PMCID: PMC6118220 DOI: 10.3389/fpsyg.2018.01572] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2018] [Accepted: 08/07/2018] [Indexed: 02/03/2023] Open
Abstract
Adolescence is characterized by considerable changes in cognitive and socio-emotional skills. There are considerable differences between adolescents with regards to the development of these skills. However, most studies examine adolescents' average functioning, without taking into account this heterogeneity. The current study applies network analysis in order to examine heterogeneity of cognitive and socio-emotional functioning in adolescents on-track or delayed in their school progression. Data was collected at two time-points for on-track (n = 320) and delayed (n = 69) adolescents (Mage = 13.30 years, SDage = 0.77). Repeated measures ANOVA showed no significant differences between the groups in cognitive and socio-emotional functioning (p's > 0.05). Network analysis revealed that executive functions play a key role in the network of cognitive, social, and emotional functioning. This is especially the case in the delayed group where executive functions are even more central, both at T1 (inhibition and shifting) and T2 (shifting). Subsequent community analysis revealed three profiles in both groups: a well-adapted and well-balanced group, a group with high levels of need for arousal and risk-taking, and a group with regulation problems. Compared to on-track adolescents, delayed adolescents showed even higher levels of risk-taking in the second profile and higher levels of executive function problems in the third profile at T1. These differences were leveled out at T2, indicating adolescents in the delayed group catch up with their peers. This study highlights the intricate balance between cognitive, social and emotional functioning in adolescents in relation to school performance and provides preliminary evidence of the importance of taking individual differences within groups into account.
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Affiliation(s)
- Loren Vandenbroucke
- Research Group of Parenting and Special Education, KU Leuven, Leuven, Belgium
| | - Wouter Weeda
- Department of Methodology and Statistics, Leiden University, Leiden, Netherlands
| | - Nikki Lee
- Department of Clinical, Neuro- and Developmental Psychology, Vrije Universiteit Amsterdam, Amsterdam, Netherlands
| | - Dieter Baeyens
- Research Group of Parenting and Special Education, KU Leuven, Leuven, Belgium
| | - Jon Westfall
- Department of Counselor Education and Psychology, Delta State University, Cleveland, MS, United States
| | - Bernd Figner
- Behavioural Science Institute, Radboud University, Nijmegen, Netherlands
| | - Mariëtte Huizinga
- Department of Educational and Family Studies, Vrije Universiteit Amsterdam, Amsterdam, Netherlands
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Janssens A, Van Den Noortgate W, Goossens L, Verschueren K, Colpin H, Claes S, Van Heel M, Van Leeuwen K. Adolescent externalizing behaviour, psychological control, and peer rejection: Transactional links and dopaminergic moderation. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2017; 35:420-438. [PMID: 28338224 DOI: 10.1111/bjdp.12184] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2016] [Revised: 02/14/2017] [Indexed: 02/02/2023]
Abstract
This study investigated (1) reciprocal links among parental psychological control, peer rejection, and adolescent externalizing (aggressive and rule-breaking behaviour), and (2) the moderating effect of an adolescent genetic factor (biologically informed polygenic score for dopamine signalling). Three-year longitudinal data from 1,116 adolescents (51% boys; M age = 13.79) and their parents included psychological measures (adolescent-reported psychological control, peer-reported rejection, and parent-reported aggressive and rule-breaking behaviour). Cross-lagged analyses showed bidirectional effects between psychological control and both aggressive and rule-breaking behaviour and a unidirectional effect of peer rejection on both forms of problem behaviour over time. Multigroup structural equation modelling revealed genetic moderation only for rule-breaking behaviour: for adolescents with intermediate levels of dopamine signalling significant environmental effects were present, whereas adolescent effects of rule-breaking behaviour on psychological control were significant for adolescents with both intermediate and high profiles and effects on peer rejection only for adolescents with high dopamine profiles. Statement of contribution What is already known on this subject? Parental psychological control is related to adolescent externalizing problems. Experiencing peer rejection reinforces aggressive and rule-breaking behaviour. Single-gene studies show that dopaminergic genes influence externalizing problems directly or in interaction with the environment. What does this study add? Parental psychological control and adolescent aggressive and rule-breaking behaviour exacerbate one another longitudinally. Longitudinal associations between peer rejection and both subtypes of externalizing behaviour are unidirectional. With a polygenic approach, dopaminergic moderation is present for rule-breaking behaviour only.
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Affiliation(s)
- Annelies Janssens
- Parenting and Special Education Research Group, Faculty of Psychology and Educational Sciences, KU Leuven, Belgium
| | - Wim Van Den Noortgate
- Methodology of Educational Sciences Research Group, Faculty of Psychology and Educational Sciences, KU Leuven, Belgium
| | - Luc Goossens
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven, Belgium
| | - Karine Verschueren
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven, Belgium
| | - Hilde Colpin
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven, Belgium
| | - Stephan Claes
- Department of Neuroscience, GRASP-Research Group, KU Leuven, Belgium.,University Psychiatric Centre, KU Leuven, Belgium
| | - Martijn Van Heel
- Parenting and Special Education Research Group, Faculty of Psychology and Educational Sciences, KU Leuven, Belgium
| | - Karla Van Leeuwen
- Parenting and Special Education Research Group, Faculty of Psychology and Educational Sciences, KU Leuven, Belgium
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