Associations between student-teacher bonds and oppositional behavior against teachers in adolescence: A longitudinal analysis from ages 11 to 15

Sara Valdebenito*, Lydia Speyer, Aja Louise Murray, Denis Ribeaud, Manuel Eisner

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract / Description of output

Prior research has found evidence for a positive effect of student-teacher bonds on children’s behavior. However, little research has investigated these relations following a transactional model of child development. This study investigated the bidirectional associations between student-teacher relationships and oppositional behaviors towards teachers using the ‘Zurich Project on the Social Development from Childhood to Adulthood’ (n = 1527; median ages 11, 13 and 15; 49% female). Results of a random-intercept cross-lagged panel model suggested that, among boys, positive student-teacher bonds at age 13 were associated with fewer teacher-reported oppositional behaviors two years later. The results indicated that negative interactions with teachers may be part of vicious cycles of poor relationships and increased levels of oppositional behavior, particularly for boys in late adolescence
Original languageEnglish
Pages (from-to)1997-2007
JournalJournal of Youth and Adolescence
Volume51
Issue number10
Early online date28 Jun 2022
DOIs
Publication statusPublished - Oct 2022

Keywords / Materials (for Non-textual outputs)

  • student-teacher bond
  • child-teacher relationship
  • oppositional behavior
  • cross-lagged effect

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