Journal article
Temperamental Anger and Effortful Control, Teacher–Child Conflict, and Externalizing Behavior Across the Elementary School Years
Child Development, Vol.89(6), pp.2176-2195
2018
DOI: 10.1111/cdev.12910
PMCID: PMC5796855
PMID: 28766703
Abstract
This study examined teacher-child conflict as a possible mediator of the effects of temperamental anger and effortful control on subsequent externalizing behavior. Reciprocal influences between teacher-child conflict and externalizing behavior were also examined. Participants were 1,152 children (49% female; 81.6% non-Hispanic White) from the Study of Early Child Care and Youth Development. Multivariate growth curve modeling revealed that greater effortful control at age 54months indirectly predicted lower levels of, and subsequent changes in, externalizing behavior from kindergarten to Grade 6 through reduced teacher-child conflict. An alternative model, in which greater effortful control predicted lower teacher-child conflict through lower externalizing behavior, received less support. Within persons, greater-than-expected teacher-child conflict predicted greater-than-expected teacher-reported externalizing behavior concurrently and over time.
Details
- Title: Subtitle
- Temperamental Anger and Effortful Control, Teacher–Child Conflict, and Externalizing Behavior Across the Elementary School Years
- Creators
- Lisa J CrockettAlexander Michael WassermanKathleen Moritz RudasillIrina KalutskayaLesa Hoffman
- Resource Type
- Journal article
- Publication Details
- Child Development, Vol.89(6), pp.2176-2195
- DOI
- 10.1111/cdev.12910
- PMID
- 28766703
- PMCID
- PMC5796855
- NLM abbreviation
- Child Dev
- ISSN
- 1467-8624
- eISSN
- 1467-8624
- Grant note
- DOI: 10.13039/100000071, name: National Institute of Child Health and Human Development, award: R03HD077113
- Language
- English
- Date published
- 2018
- Academic Unit
- Psychological and Quantitative Foundations
- Record Identifier
- 9983993495302771
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