A longitudinal study of student-teacher relationship quality, difficult temperament, and risky behavior from childhood to early adolescence

Kathleen Moritz Rudasill, Thomas G. Reio, Natalie Stipanovic, Jennifer E. Taylor

Research output: Contribution to journalArticle

96 Citations (Scopus)

Abstract

This study examines the mediating role of student-teacher relationship quality (conflict and closeness) in grades 4, 5, and 6 on the relation between background characteristics, difficult temperament at age 41/2 and risky behavior in 6th grade. The longitudinal sample of participants (N=1156) was from the NICHD Study of Early Child Care and Youth Development. Structural equation modeling was used to estimate paths from (a) background characteristics to student-teacher relationship quality and risky behavior, (b) temperament to student-teacher relationship quality and risky behavior, and (c) student-teacher relationship quality to risky behavior. Findings indicate that students' family income, gender, receipt of special services, and more difficult temperament were associated with risky behavior. In addition, student-teacher conflict was a mediator. Students with more difficult temperaments were more likely to report risky behavior and to have conflict in their relationships with teachers. More conflict predicted more risky behavior. Closer student-teacher relationships were associated with less risky behavior. Results suggest negative relationships, specifically student-teacher relationships, may increase the risk that certain adolescents will engage in risky behavior.

Original languageEnglish (US)
Pages (from-to)389-412
Number of pages24
JournalJournal of School Psychology
Volume48
Issue number5
DOIs
StatePublished - Oct 1 2010

Fingerprint

Temperament
student teacher
adolescence
Longitudinal Studies
longitudinal study
childhood
Students
school grade
National Institute of Child Health and Human Development (U.S.)
family income
Child Care
child care
student
adolescent
Conflict (Psychology)
gender

Keywords

  • Adolescence
  • Maladaptive risk-taking
  • Structural equation modeling
  • Student-teacher relationships
  • Temperament

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

A longitudinal study of student-teacher relationship quality, difficult temperament, and risky behavior from childhood to early adolescence. / Rudasill, Kathleen Moritz; Reio, Thomas G.; Stipanovic, Natalie; Taylor, Jennifer E.

In: Journal of School Psychology, Vol. 48, No. 5, 01.10.2010, p. 389-412.

Research output: Contribution to journalArticle

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