Relationships with mother, teacher, and peers: unique and joint effects on young children's self-concept.

This study tested the unique and joint effects of three significant relationships in young children's social lives, namely their relationships with mother, teacher, and peers, on three dimensions of self-concept (general, academic, and social). A sample of 113 children participated. Mother-child attachment quality was observed in preschool. In first grade, teacher ratings of teacher-child relationship quality, peer ratings of peer acceptance, and child reports of self-concept were administered. The results revealed domain-specific links between social relationships and self-concept dimensions. Specifically, academic self-concept related to teacher-child relationship quality, social self-concept to peer acceptance, and general self-concept to the quality of attachment to mother. Moreover, an indirect effect was revealed of earlier mother-child attachment quality on the academic dimension of self through its effect on current adult-child relationships in school. This way, the study uncovered the pathways through which significant social relationships shape the formation of young children's self-concept.

Teacher and observer views on student-teacher relationships: convergence across kindergarten and relations with student engagement.

Most studies regarding the role of teacher-child relationships for children's early school adjustment use only teacher ratings of relationship quality. The current study examines (a) the agreement between teacher and observer ratings, (b) whether similar patterns of relations with behavioral engagement are obtained across informants, and (c) which informant matters the most in the prediction of engagement. Teacher and observer ratings of teacher-child closeness, conflict, and dependency were gathered for a sample of 148 kindergartners and their teachers at three measurement occasions. Teacher and observer reports converged to a moderate degree but only when considering multiple occasions and ruling out occasion-specific variance. Although some relations with behavioral engagement were similar, only teacher ratings had unique, added value in this prediction.

Children's aggressive behaviour and teacher-child conflict in kindergarten: is teacher perceived control over child behaviour a mediating variable?

BACKGROUND: Research repeatedly showed young children's aggressive behaviour to predict relationship difficulties with the teacher. AIMS: To examine a possible mediating variable in this process and in the stability of relationship difficulties across the school year, namely teacher perceived control over child behaviour. SAMPLE: The sample consisted of 139 Belgian kindergartners and their teachers. METHOD: Data were collected throughout kindergarten at three measurement occasions: children's aggressive behaviour was measured by means of a peer nomination procedure during the first trimester, teacher perceived control over child behaviour was assessed by means of a teacher questionnaire during the second trimester, and teacher-child conflict was measured by means of a teacher questionnaire during the first and third trimesters. Correlations among all study variables were calculated and different models were estimated and compared by means of structural equation modelling. RESULTS: Teacher perceived control completely mediated the relationship between aggressive behaviour and teacher-child conflict (after controlling for the concurrent association between aggressive behaviour and conflict, and the stability of conflict). In addition, teacher perceived control accounted for part of the stability in conflict across the school year. CONCLUSIONS: Teacher perceived control over child behaviour has been found to act as a mediating mechanism between child aggressive behaviour and teacher-child conflict at the beginning of kindergarten and teacher-child conflict at the end of the year.

Well-being and relationship satisfaction of couples dealing with an in vitro fertilization/ intracytoplasmic sperm injection procedure: a multilevel approach on the role of self-criticism, dependency, and romantic attachment.

OBJECTIVE: To extend existing research on the psychological impact of IVF by studying the association between the psychosocial factors of self-criticism and dependency, and romantic attachment, with the well-being and relationship satisfaction of couples across the different phases of IVF/intracytoplasmic sperm injection (ICSI) treatment. DESIGN: Prospective, three-wave study (i.e., from start of IVF/ICSI treatment, to 3- and 6-month follow-up). SETTING: University hospital. PATIENT(S): Seventy couples in IVF/ICSI treatment. INTERVENTION(S): Psychometric tests were administered at first visit of IVF/ICSI treatment, and at 3- and 6-month follow-up. MAIN OUTCOME MEASURE(S): Psychological well-being, relationship satisfaction. RESULT(S): Results demonstrated that preexisting psychosocial factors such as self-criticism, dependency, and romantic attachment are more important factors for psychological well-being and relationship satisfaction during IVF/ICSI than gender and treatment-related factors such as duration of fertility problems. In addition, multilevel analysis, a statistical method that is required for the analysis of longitudinal couple data and decomposes variation in three levels (i.e., time, individuals, and couples), showed more variation in psychological well-being and relationship satisfaction between couples, than between individuals and different time measurements. CONCLUSION(S): Preexisting personality factors and being embedded within a certain couple relationship are important factors for the psychological well-being and relationship satisfaction during IVF/ICSI.

Classroom problem behavior and teacher-child relationships in kindergarten: the moderating role of classroom climate.

Young children with problem behavior in the classroom are at risk for developing more conflictual and less close relationships with their teachers. Two studies in kindergarten (N=3798; N=237) shed light on some aspects of classroom climate that can moderate this risk for relational problems. Results showed problematic classroom compositions, in terms of high average levels of internalizing or externalizing behavior, to exacerbate the risk for teachers to form more conflictual relationships with children showing externalizing behavior. Additionally, observed emotional support of teachers was found to be protective for the relational functioning of children at risk due to maladjusted behavior. Specifically, with emotionally supportive teachers, children who expose internalizing or externalizing behavior are no longer at risk for developing less close or more conflictual relationships with their teachers respectively. Practical implications and limitations of the studies are reported and suggestions are made for future research.

Reciprocal relations between teacher-child conflict and aggressive behavior in kindergarten: a three-wave longitudinal study.

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.