Externalizing subtypes and peer rejection: the impact of a close or conflictual teacher-child relationship

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Jeannette C. Robb (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Susan P. Keane

Abstract: Reactively aggressive and hyperactive-impulsive children have been shown to have a higher risk of being rejected by their peers, which can lead to a multitude of negative outcomes, including psychological and behavioral problems. An environmental factor that may impact the relation between these problem behaviors and peer rejection is the teacher-child relationship. Past research examining how teacher-child relationship factors interact with child characteristics in predicting peer outcomes has produced inconsistent results, possibly due to combining hyperactivity-impulsivity and reactive aggression into the same category, when there is evidence that these constructs should be examined independently. It was hypothesized that due to the negative emotionality associated with reactive aggression, teacher-child closeness and teacher-child conflict would moderate the association between reactive aggression and peer rejection, but not the association between hyperactivity-impulsivity and peer rejection. A sample of 106 girls and 81 boys was assessed in the kindergarten year for teacher-reported behavior problems and the level of closeness and conflict present in the teacher-child relationship. Peer rejection data were collected using a sociometric nomination procedure in kindergarten. Results indicated that teacher-child conflict, but not closeness, moderated the relations between both externalizing subtypes and peer rejection. Implications for future research and a consideration of correlates with teacher-child relationship variables were discussed.

Additional Information

Language: English
Date: 2016
Externalizing Problems, Peer Rejection, Teacher-Child Relationships
Kindergarten $x Psychological aspects
Teacher-student relationships $x Psychological aspects
Aggressiveness in children
Impulse control disorders in children
Hyperactive children
Rejection (Psychology) in children
Social interaction in children

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