Child temperament and trajectories of student-teacher relationships quality

被引：0

作者：

Harvey, Elizabeth ^{[1
,2
,3
]}

Dery, Michele ^{[2
,4
]}

Lemelin, Jean-Pascal ^{[2
,3
,4
]}

Begin, Vincent ^{[2
,4
]}

机构：

[1] Univ Sainte Anne, Dept Sci Educ, 1695 Rd 1, Church Point, NS B0W 1M0, Canada

[2] Grp Res & Intervent Childrens Social Adjustment GR, Quebec City, PQ, Canada

[3] Ctr Rech Univ Jeunes & Familles CRUJeF, Quebec City, PQ, Canada

[4] Univ Sherbrooke, Dept Psychoeduc, Quebec City, PQ, Canada

来源：

CHILD DEVELOPMENT | 2024年 / 95卷 / 06期

基金：

加拿大健康研究院;

关键词：

EFFORTFUL CONTROL; BEHAVIOR PROBLEMS; ACADEMIC ENGAGEMENT; ELEMENTARY-SCHOOL; MEDIATING ROLE; ATTRIBUTES; ADJUSTMENT; ROLES; GRADE; KINDERGARTEN;

D O I：

10.1111/cdev.14150

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

This study aimed to examine the associations between child temperament and trajectories of the three dimensions of the student-teacher relationship (Closeness, Conflict, and Dependency) during elementary school. Latent class growth analyses conducted among 744 French-Canadian students recruited between 2008 and 2010 (46.8% girls; Mage = 8.39; 90.9% White; 49.7% with externalizing behavior problems) revealed four Closeness trajectories and three Conflict trajectories, but no significant variability between children in mean levels of change in Dependency. Surgency-Extraversion and Effortful control were associated with specific trajectories of Closeness and Conflict. Effortful control was also associated with cross-sectional assessments of Dependency. These results suggest that temperament is a useful construct in understanding developmental patterns of the student-teacher relationship across the elementary school years.

引用

页码：2178 / 2194

页数：17

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