Reciprocal Relations Between Teacher-Child Conflict and Aggressive Behavior in Kindergarten: A Three-Wave Longitudinal Study / Sarah DOUMEN in Journal of Clinical Child & Adolescent Psychology, 37-3 (July-September 2008)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 37-3 (July-September 2008) . - p.588-599 Titre : Reciprocal Relations Between Teacher-Child Conflict and Aggressive Behavior in Kindergarten: A Three-Wave Longitudinal Study Type de document : Texte imprimé et/ou numérique Auteurs : Sarah DOUMEN, Auteur ; Karine VERSCHUEREN, Auteur ; Evelien BUYSE, Auteur ; Veerle GERMEIJS, Auteur ; Koen LUYCKX, Auteur ; Bart SOENENS, Auteur Année de publication : 2008 Article en page(s) : p.588-599 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1080/15374410802148079 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=545 [article] Reciprocal Relations Between Teacher-Child Conflict and Aggressive Behavior in Kindergarten: A Three-Wave Longitudinal Study [Texte imprimé et/ou numérique] / Sarah DOUMEN, Auteur ; Karine VERSCHUEREN, Auteur ; Evelien BUYSE, Auteur ; Veerle GERMEIJS, Auteur ; Koen LUYCKX, Auteur ; Bart SOENENS, Auteur . - 2008 . - p.588-599. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 37-3 (July-September 2008) . - p.588-599 Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1080/15374410802148079 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=545

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