TY - JOUR
T1 - Associations between student-teacher bonds and oppositional behavior against teachers in adolescence
T2 - A longitudinal analysis from ages 11 to 15
AU - Valdebenito, Sara
AU - Speyer, Lydia
AU - Murray, Aja Louise
AU - Ribeaud, Denis
AU - Eisner, Manuel
N1 - We are grateful to the children, parents, and teachers who provided data for the z-proso study and the research assistants involved in its collection. S.V. conceived of the study, participated in its design, data analysis and coordination and drafted the manuscript; L.S. participated in the analysis and interpretation of the data; A.L.M. conceived of the study and participated in its design and coordination and helped to draft the manuscript; D.R. participated in the design and coordination of the z-proso study and performed/led data collection; M.E. conceived of the study and participated in its design and coordination and helped to draft the manuscript. All authors read and approved the final manuscript. Funding from the Swiss National Science Foundation (Grants 405240-69025, 100013_116829, 100014_132124, 100014_149979, 100014_149979, 10FI14_170409), the Jacobs Foundation (Grants 2010-888, 2013-1081-1), the Jacobs Center for Productive Youth Development, the Swiss Federal Office of Public Health (Grants 2.001391, 8.000665), the Canton of Zurich’s Department of Education, the Swiss Federal Commission on Migration (Grants 03-901 (IMES), E-05-1076), the Julius Baer Foundation, and the Visana Foundation is gratefully acknowledged. Codes for the analyses conducted in this paper are available at OSF (https://osf.io/2brv3/). Data available upon request.
PY - 2022/10
Y1 - 2022/10
N2 - 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
AB - 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
KW - student-teacher bond
KW - child-teacher relationship
KW - oppositional behavior
KW - cross-lagged effect
UR - https://osf.io/2brv3/
U2 - 10.1007/s10964-022-01645-x
DO - 10.1007/s10964-022-01645-x
M3 - Article
C2 - 35764714
AN - SCOPUS:85132986420
VL - 51
SP - 1997
EP - 2007
JO - Journal of Youth and Adolescence
JF - Journal of Youth and Adolescence
SN - 0047-2891
IS - 10
ER -