Teacher-Student Relationships as Compensatory Resources for Aggressive Children

This 2-year prospective investigation examined the association between the quality of teacher-student relationships and children's levels of aggression in a sample of 140 second- and third-grade aggressive children (M age = 8.18). Consistent with the proposed dual-risk compensatory hypothesis,...

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Bibliographic Details
Published in:Child development 2003-07, Vol.74 (4), p.1145-1157
Main Authors: Meehan, Barbara T., Hughes, Jan N., Cavell, Timothy A.
Format: Article
Language:English
Subjects:
African Americans
Aggression
Aggressiveness
American minorities
Behavioural disorders
Biological and medical sciences
Blacks
Child clinical studies
Child development
Child, Preschool
Children
Children & youth
Compensatory behaviour
Emotions
Empirical Articles
Ethnic aspects
Ethnicity
Family studies
Hispanic-Americans
Hispanics
Human aggression
Humans
Medical sciences
Parenting
Parents
Prospective Studies
Protective factors
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
Social behavior disorders
Sociometric Techniques
Students
Surveys and Questionnaires
Teacher-student relationship
Teacher-Student relationships
Teachers
USA
White people
Whites
Young children
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Summary:This 2-year prospective investigation examined the association between the quality of teacher-student relationships and children's levels of aggression in a sample of 140 second- and third-grade aggressive children (M age = 8.18). Consistent with the proposed dual-risk compensatory hypothesis, positive teacher-student relationships were more beneficial for aggressive African American and Hispanic children than for aggressive Caucasian children. Data did not support a moderating effect of negative parent-child relationship quality on the association between supportive teacher-student relationships and aggression. Findings underscore the importance of recruiting and preparing teachers capable of establishing supportive relationships with aggressive African American and Hispanic children. Results also suggest the need for multiple reporters of relationship quality in future research.
ISSN:0009-3920
1467-8624
DOI:10.1111/1467-8624.00598