Teacher-child relationship, child withdrawal and aggression in the development of peer victimization

Journal of Applied Developmental Psychology

Volumn 34, Issue 6, 2013, Pages 319-327

  Runions, Kevin C ^a,b   Shaw, Thérèse ^b  

^a UNIVERSITY OF VICTORIA   (Canada)

^b EDITH COWAN UNIVERSITY   (Australia)

Author keywords

Aggression; Elementary school; Growth model; Peer victimization; Teacher child relationships; Temperament

Indexed keywords

EID: 84888010341     PISSN: 01933973     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.appdev.2013.09.002     Document Type: Article

References (74)

1. Arbeau K.A., Coplan R.J., Weeks M. Shyness, teacher-child relationships, and socio-emotional adjustment in grade 1. International Journal of Behavioral Development 2010, 34:259-269.
2. Aunola K., Nurmi J.-E. Maternal affection moderates the impact of psychological control on a child's mathematical performance. Developmental Psychology 2004, 40:965-978.
3. Australian Bureau of Statistics An introduction to Socio-Economic Indexes for Areas (SEIFA) Retrieved from. http://www.abs.gov.au/AUSSTATS/abs@.nsf/Lookup/2039.0Main%20Features32006.
4. Baker J.A. Contributions of teacher-child relationships to school adjustment during elementary school. Journal of School Psychology 2006, 44:211-229.
5. Barker E.D., Boivin M., Brendgen M., Fontaine N., Arseneault L., Vitaro F., et al. Predictive validity and early predictors of peer-victimization trajectories in preschool. Archives of General Psychiatry 2008, 65:1185-1192.
6. Berry D., O'Connor E. Behavioral risk, teacher-child relationships, and social skill development across middle childhood: A child-by-environment analysis of change. Journal of Applied Developmental Psychology 2010, 31:1-14.
7. Bierman K.L. The promise and potential of studying the "invisible hand" of teacher influence on peer relations and student outcomes: A commentary. Journal of Applied Developmental Psychology 2011, 32:297-303.
8. Biggs B.K., Vernberg E., Little T.D., Dill E.J., Fonagy P., Twemlow S.W. Peer victimization trajectories and their association with children's affect in late elementary school. International Journal of Behavioral Development 2010, 34:136-146.
9. Boivin M., Hymel S., Bukowski W.M. The roles of social withdrawal, peer rejection, and victimization by peers in predicting loneliness and depressed mood in childhood. Development and Psychopathology 1995, 7:765-785.
10. Boivin M., Petitclerc A., Feng B., Barker E.D. The developmental trajectories of peer victimization in middle to late childhood and the changing nature of their behavioral correlates. Merrill-Palmer Quarterly 2010, 56:231-260.
11. Bonnet M., Goossens F.A., Schuengel C. Parental strategies and trajectories of peer victimization in 4 to 5year olds. Journal of School Psychology 2011, 49:385-398.
12. Boulton M.J. Concurrent and longitudinal relations between children's playground behavior and social preference, victimization, and bullying. Child Development 1999, 70:944-954.
13. Brendgen M., Wanner B., Vitaro F. Verbal abuse by the teacher and child adjustment from kindergarten through grade 6. Pediatrics 2006, 117:1585-1598.
14. Brunstein Klomek A., Sourander A., Kumpulainen K., Piha J., Tuula T., Irma M., et al. Childhood bullying as a risk for later depression and suicidal ideation among Finnish males. Journal of Affective Disorders 2008, 109:47-55.
15. Buhs E.S., Ladd G.W., Herald S.L. Peer exclusion and victimization: Processes that mediate the relation between peer group rejection and children's classroom engagement and achievement?. Journal of Educational Psychology 2006, 98:1-13.
16. Developmental science 1996, Cambridge University Press, Cambridge, UK. R.B. Cairns, G.H. Elder, E.J. Costello (Eds.).
17. Calarco J.M. "I need help!" Social class and children's help-seeking in elementary school. American Sociological Review 2011, 76:862-882.
18. Carte T.A., Russell C.J. In pursuit of moderation: Nine common errors and their solutions. Management Information Systems Quarterly 2003, 27:479-501.
19. Chang L., Lin H., Fung K.Y., Wang Y., Wen Z., Li H., et al. The mediating and moderating effects of teacher preference on the relations between students' social behaviors and peer acceptance. Merrill-Palmer Quarterly 2007, 53:603-630.
20. Collins L.M., Schafer J.L., Kam C.M. A comparison of inclusive and restrictive strategies in modern missing-data procedures. Psychological Methods 2001, 6:330-351.
21. Cummings E.M., Davies P.T. Children and marital conflict: The impact of family dispute and resolution 1994, Guilford Press, New York, NY.
22. Doumen S., Verschueren K., Buyse E., Germeijs V., Luycks K., Soenens B. Reciprocal relations between teacher-child conflict and aggressive behavior in kindergarten: A three-wave longitudinal study. Journal of Clinical Child and Adolescent Psychology 2008, 37:588-599.
23. Driscoll K.C., Pianta R.C. Banking time in head start: Early efficacy of an intervention designed to promote supportive teacher-child relationships. Early Education and Development 2010, 21:38-64.
24. Farmer T.W., McAuliffe Lines N., Hamm J.V. Revealing the invisible hand: The role of teachers in children's peer experiences. Journal of Applied Developmental Psychology 2011, 32:247-256.
25. Gazelle H. Class climate moderates peer relations and emotional adjustment in children with an early history of anxious solitude: A child × environment model. Developmental Psychology 2006, 42:1179-1192.
26. Gazelle H., Ladd G.W. Anxious solitude and peer exclusion: A diathesis-stress model of internalizing trajectories in childhood. Child Development 2003, 74:257-278.
27. Graham J.M. Congeneric and (essentially) tau-equivalent estimates of score reliability: What they are and how to test them. Educational and Psychological Measurement 2006, 66:930-944.
28. Hamre B.K., Pianta R.C. Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade. Child Development 2001, 72:625-638.
29. Hamre B.K., Pianta R.C. Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure?. Child Development 2005, 76:949-967.
30. Hanish L.D., Guerra N.G. A longitudinal analysis of patterns of adjustment following peer victimization. Development and Psychopathology 2002, 14:69-89.
31. Hodges E.V.E., Malone M.J., Perry D.G. Individual risks and social risks as interacting determinants of victimization in the peer group. Developmental Psychology 1997, 33:1032-1039.
32. Howes C. Social-emotional classroom climate in child care, child-teacher relationships and children's second grade peer relations. Social Development 2000, 9:191-204.
33. Hughes J.N., Cavell T.A., Wilson V. Further evidence of the developmental significance of the teacher-student relationship. Journal of School Psychology 2001, 39:289-302.
34. Hughes J.N., Kwok O. Classroom engagement mediates the effect of teacher-student support on elementary students peer acceptance: A prospective analysis. Journal of School Psychology 2006, 43:465-480.
35. Jöreskog K.G., Sörbom D. LISREL 8.52: Interactive LISREL for MS Windows 2000, Windows'95, Windows'98 and Windows NT 2002, Scientific Software International, Inc., Lincolnwood IL.
36. Kim Y.S., Koh Y.J., Leventhal B. School bullying and suicidal risk in Korean middle school students. Pediatrics 2005, 115:357-363.
37. Kindermann T.A. Commentary: The invisible hand of the teacher. Journal of Applied Developmental Psychology 2011, 32:304-308.
38. Kochenderfer B.J., Ladd G.W. Peer victimization: Cause or consequence of school maladjustment?. Child Development 1996, 67:1305-1317.
39. Kochenderfer-Ladd B., Troop-Gordon W. Introduction to the special issue: Contexts, causes, and consequences. Merrill-Palmer Quarterly 2010, 56:221-230.
40. Ladd G.W., Burgess K.B. Charting the relationship trajectories of aggressive, withdrawn, and aggressive/withdrawn children during early grade school. Child Development 1999, 70:910-929.
41. Leadbeater B.J., Hoglund W.L.G. The effects of peer victimization and physical aggression on changes in internalizing from first to third grade. Child Development 2009, 80:843-859.
42. Leadbeater B.J., Ohan J.L., Hoglund W.L. How children's justifications of the "best thing to do" in peer conflicts relate to their emotional and behavioral problems in early elementary school. Merrill-Palmer Quarterly 2006, 52:721-754.
43. Løhre A., Lydersen S., Paulsen B., Mæhle M., Vatten L.J. Peer victimization as reported by children, teachers, and parents in relation to children's health symptoms. BMC Public Health, Supplement 2011, 4(11):278-284.
44. Magnusson D. Individual differences from an interactional perspective: A longitudinal study 1988, Erlbaum, Hillsdale, NJ.
45. Marchand G., Skinner E.A. Motivational dynamics of children's academic help-seeking and concealment. Journal of Educational Psychology 2007, 99:65-82.
46. Meehan B.T., Hughes J.N., Cavell T.A. Teacher-student relationships as compensatory resources for aggressive children. Child Development 2003, 74:1145-1157.
47. Muthén L.K., Muthén B.O. Mplus user's guide 1998-2010, Muthén & Muthén, Los Angeles, CA. 6th ed.
48. Nagin D.S., Tremblay R.E. Trajectories of boys' physical aggression, opposition, and hyperactivity on the path to physically violent and nonviolent juvenile delinquency. Child Development 1999, 70:1181-1196.
49. Newman R.S., Murray B. How students and teachers view the seriousness of peer harassment: When is it appropriate to seek help?. Journal of Educational Psychology 2005, 97:347-365.
50. Newman R.S., Murray B., Lussier C. Confrontation with aggressive peers at school: Students' reluctance to seek help from the teacher. Journal of Educational Psychology 2001, 93:398-410.
51. Nunnally J.C. Psychometric theory 1978, McGraw-Hill, New York, NY.
52. O'Connor E.E., Dearing E., Collins B.A. Teacher-child relationship and behavior problem trajectories in elementary school. American Educational Research Journal 2010, 48:120-162.
53. Olsen M.K., Schafer J.L. A two-part random-effects model for semicontinuous longitudinal data. Journal of the American Statistical Association 2001, 96:730-745.
54. Olweus D. Aggression in the schools: Bullies and their whipping boys 1978, Hemisphere, Washington, DC.
55. Pfeifer M., Goldsmith H.H., Davison R.J., Rickman M. Continuity and change in inhibited and uninhibited children. Child Development 2002, 73:1373-1385.
56. Pianta R.C. Student-teacher relationship scale: Professional manual 2001, Psychological Assessment Resources, Odessa, FL.
57. Pianta R.C., Stuhlman M.W. Teacher-child relationships and children's success in the first years of school. School Psychology Review 2004, 33:444-458.
58. Quinn M., Hennessy E. Peer relationships across the preschool to school transition. Early Education and Development 2010, 21:825-842.
59. Reavis M.D., Keane S.P., Calkins S.D. Trajectories of peer victimization: The role of multiple relationships. Merrill-Palmer Quarterly 2010, 56:303-332.
60. Roberts G.C., Block J.H., Block J. Continuity and change in parents' child rearing practices. Child Development 1984, 55:587-597.
61. Rudasill K. Child temperament, teacher-child interactions, and teacher-child relationships: A longitudinal investigation from first to third grade. Early Childhood Research Quarterly 2010, 26:147-156.
62. Runions K.C., Vitaro F., Cross D., Shaw T., Hall M., Boivin M. Teacher-child relationship, parenting, and growth in likelihood and severity of physical aggression in the early school years. Merrill-Palmer Quarterly 2013, (in press).
63. Sameroff A.J. Models of development and developmental risk. Handbook of infant mental health 1993, 3-13. Guilford Press, New York, NY. C.H.J. Zeanah (Ed.).
64. Schafer J.L., Graham J.W. Missing data: Our view of the state of the art. Psychological Methods 2002, 7:147-177.
65. Shakoor S., Jaffee S.R., Andreou P., Bowes L., Ambler A.P., Caspi A., et al. Mothers and children as informants of bullying victimization: Results from an epidemiological cohort of children. Journal of Abnormal Child Psychology 2011, 39:379-387.
66. Shin Y., Kim H.Y. Peer victimization in Korean preschool children: The effects of child characteristics, parenting behaviors and teacher-child relationships. School Psychology International 2008, 29:590-605.
67. Silver R.B., Measelle J.R., Armstrong J.M., Essex M.J. Trajectories of classroom externalizing behavior: Contributions of child characteristics, family characteristics, and the teacher-child relationship during the school transition. Journal of School Psychology 2005, 43:39-60.
68. Snyder J., Brooker M., Patrick M.R., Snyder A., Schrepferman L., Stoolmiller M. Observed peer victimization during early elementary school: Continuity, growth, and relation to risk for child antisocial and depressive behavior. Child Development 2003, 74:1881-1898.
69. Spangler Avant T., Gazelle H., Faldowski R. Classroom emotional climate as a moderator of anxious solitary children's longitudinal risk for peer exclusion: A child × environment model. Developmental Psychology 2011, 47:1711-1727.
70. Tremblay R.E., Loeber R., Gagnon C., Charlebois P., Larivée S., LeBlanc M. Disruptive boys with stable and unstable high fighting behavior patterns during junior elementary school. Journal of Abnormal Child Psychology 1991, 19:285-300.
71. Troop-Gordon W., Kopp J. Teacher-child relationship quality and children's peer victimization and aggressive behavior in late childhood. Social Development 2011, 20:536-561.
72. Troop-Gordon W., Ranney J. Children's expectations for their teacher's responses to students' aggression: Does teacher-child relationship quality matter?. Teacher-child relationship and children's social development: Risk and protective processes. Symposium conducted at the meeting of the Society for Research in Child Development, Seattle, WA 2013, K. Runions (Ed.).
73. Van Lier P.A.C., Koot H.M. Developmental cascades of peer relations and symptoms of externalizing and internalizing problems from kindergarten to fourth-grade elementary school. Development and Psychopathology 2010, 22:569-582.
74. Walker H.M., Severson H.H., Feil E.G., Stiller B., Golly A. First step to success: Intervening at the point of school entry to prevent antisocial behavior patterns. Psychology in the Schools 1998, 25:259-269.