| Title: |
Child Temperament and Trajectories of Student-Teacher Relationships Quality |
| Language: |
English |
| Authors: |
Elizabeth Harvey (ORCID 0000-0002-5639-6986); Michèle Déry; Jean-Pascal Lemelin; Vincent Bégin |
| Source: |
Child Development. 2024 95(6):2178-2194. |
| Availability: |
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: |
Y |
| Page Count: |
17 |
| Publication Date: |
2024 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Education |
| Descriptors: |
Personality Traits; Teacher Student Relationship; Elementary School Students; Elementary School Teachers; Conflict; Foreign Countries; Extraversion Introversion; Self Control |
| Geographic Terms: |
Canada |
| DOI: |
10.1111/cdev.14150 |
| ISSN: |
0009-3920; 1467-8624 |
| Abstract: |
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; M[subscript age] = 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. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1449796 |
| Database: |
ERIC |