Temperament in early childhood and peer interactions in third grade: The role of teacher-child relationships in early elementary grades

Journal of School Psychology

Volumn 51, Issue 6, 2013, Pages 701-716

  Rudasill, Kathleen Moritz ^a   Niehaus, Kate ^b   Buhs, Eric ^a   White, Jamie M ^c  

^a UNIVERSITY OF NEBRASKA LINCOLN   (United States)

^b UNIVERSITY OF SOUTH CAROLINA   (United States)

^c UNIVERSITY OF LOUISVILLE   (United States)

Author keywords

Peer interactions; Structural equation modeling; Teacher child relationships; Temperament

Indexed keywords

ARTICLE; CHILD; CHILD DEVELOPMENT; FEMALE; HUMAN; HUMAN RELATION; MALE; PEER GROUP; PEER INTERACTIONS; PHYSIOLOGY; PREDICTIVE VALUE; PRESCHOOL CHILD; PSYCHOLOGICAL MODEL; STRUCTURAL EQUATION MODELING; TEACHER-CHILD RELATIONSHIPS; TEMPERAMENT; UNIVERSITY;

PEER INTERACTIONS; STRUCTURAL EQUATION MODELING; TEACHER-CHILD RELATIONSHIPS; TEMPERAMENT;

CHILD; CHILD DEVELOPMENT; CHILD, PRESCHOOL; FACULTY; FEMALE; HUMANS; INTERPERSONAL RELATIONS; MALE; MODELS, PSYCHOLOGICAL; PEER GROUP; PREDICTIVE VALUE OF TESTS; TEMPERAMENT;

EID: 84888386643     PISSN: 00224405     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jsp.2013.08.002     Document Type: Article

References (100)

1. Anderson J., Gerbing D. Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin 1988, 103:411-423.
2. 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.
3. Baker J.A. Contributions of teacher-child relationships to positive school adjustment during elementary school. Journal of School Psychology 2006, 44:211-229.
4. Baron R.M., Kenny D.A. The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology 1986, 51:1173-1182.
5. Bates J.E., McFadyen-Ketchum S. Temperament and parent-child relations as interacting factors in children's behavioral adjustment. Temperament and personality development across the life span 2000, 141-176. Erlbaum, Mahwah, NJ. V.J. Molfese, D.L. Molfese (Eds.).
6. Birch S.H., Ladd G.W. The teacher-child relationship and children's early school adjustment. Journal of School Psychology 1997, 35:61-79.
7. Birch S.H., Ladd G.W. Children's interpersonal behaviors and the teacher-child relationship. Developmental Psychology 1998, 34:934-946.
8. Bronfenbrenner U., Morris P.A. The bioecological model of human development. Theoretical models of human development 2006, 793-828. Wiley, New York, NY. 6th ed. R.M. Lerner (Ed.).
9. Browne M., Cudeck R. Alternative ways of assessing model fit. Testing structural equation models 1993, 136-162. Sage, Newbury Park, CA. K.A. Bollen, J.S. Long (Eds.).
10. Buhs E. Peer rejection, negative peer treatment, and school adjustment: Self-concept and classroom engagement as mediating processes. Journal of School Psychology 2005, 43:407-424.
11. Burchinal M.R., Peisner-Feinberg E., Pianta R.C., Howes C. Development of academic skill from preschool through second grade: Family and classroom predictors of developmental trajectories. Journal of School Psychology 2002, 40:415-436.
12. Compas B.E., Connor-Smith J., Jaser S.S. Temperament, stress reactivity, and coping: Implications for depression in childhood and adolescence. Journal of Clinical Child and Adolescent Psychology 2004, 33(1):21-31.
13. Coplan R., Closson L., Arbeau K. Gender differences in the behavioral associates of loneliness and social dissatisfaction in kindergarten. Journal of Child Psychology and Psychiatry 2007, 48:988-995.
14. Corapci F. The role of child temperament on Head Start preschoolers' social competence in the context of cumulative risk. Journal of Applied Developmental Psychology 2008, 29:1-16.
15. Crick N.R., Bigbee M.A., Howes C. Gender differences in children's normative beliefs about aggression: How do I hurt thee? Let me count the ways. Child Development 1996, 67:1003-1014.
16. Crick N.R., Grotpeter J.K. Relational aggression, gender, and social-psychological adjustment. Child Development 1995, 66:710-722.
17. Dobbs J., Arnold D.H. Relationship between preschool teachers' reports of children's behavior and their behavior toward those children. School Psychology Quarterly 2009, 24:95-105.
18. Doumen S., Verschueren K., Buyse E., Germeijs V., Luyckx 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.
19. Dunn J., Dunn J., Bayduza A. Perceived athletic competence, sociometric status, and loneliness in elementary school children. Journal of Sport Behavior 2007, 30:249-269.
20. Eisenberg N., Cumberland A., Spinrad T.L., Fabes R.A., Shepard S.A., Reiser M., et al. The relations of regulation and emotionality to children's externalizing and internalizing problem behavior. Child Development 2001, 72:1112-1134.
21. Eisenberg N., Fabes R.A. Emotion, regulation, and the development of social competence. Review of personality and social psychology 1992, Vol. 14:119-150. Sage, Thousand Oaks, CA. M.S. Clark (Ed.).
22. Eisenberg N., Fabes R.A. Prosocial development. Handbook of child psychology: Vol. 3. Social, emotional, and personality development 1998, 701-778. Wiley, New York. 5th ed. N. Eisenberg (Ed.).
23. Eisenberg N., Fabes R.A., Murphy B., Maszk P., Smith M.W., Karbon M. The role of emotionality and regulation in children's social functioning: A longitudinal study. Child Development 1995, 66:1418-1438.
24. Eisenberg N., Guthrie I.K., Fabes R.A., Reiser M., Murphy B.C., Holgren R., et al. The relations of regulation and emotionality to resiliency and competent social functioning in elementary school children. Child Development 1997, 68:295-311.
25. Enders C. Applied missing data analysis 2010, Guildford Press, New York NY.
26. Ewing A.R., Taylor A.R. The role of child gender and ethnicity in teacher-child relationship quality and children's behavioral adjustment in preschool. Early Childhood Research Quarterly 2009, 24:92-105.
27. Farmer T.W., Lines M.A., 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.
28. Farmer T.W., Xie H., Cairns B.D., Hutchins B.C. Social synchrony, peer networks, and aggression in school. Aggression and adaptation: The bright side of bad behavior 2007, 209-234. Erlbaum, Mahwah, NJ. P. Hawley, T. Little, P.C. Rodkin (Eds.).
29. Gazelle H., Putallaz M., Li Y., Grimes C.L., Kupersmidt J.B., Coie J.D. Anxious solitude across contexts: Girls' interactions with familiar and unfamiliar peers. Child Development 2005, 76:227-246.
30. Gleason T., Gower A., Hohmann L., Gleason T. Temperament and friendship in preschool-aged children. International Journal of Behavioral Development 2005, 29:336-344.
31. Goldsmith H.H., Aksan N., Esgender M., Smider N.A., Vandell D.L. Temperament and socioemotional adjustment to kindergarten: A multi-informant perspective. Temperament in context 2001, 103-138. Erlbaum, Mahwah, NJ. T.D. Wachs, G.A. Kohnstamm (Eds.).
32. Griggs M.S., Gagnon S.G., Huelsman T.J., Kidder-Ashley P., Ballard M. Student-teacher relationships matter: Moderating influences between temperament and preschool social competence. Psychology in the Schools 2009, 46:553-567.
33. 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.
34. Henricsson L., Rydell A.M. Elementary school children with behavior problems: Teacher-child relations and self-perception. A prospective study. Merrill-Palmer Quarterly: Journal of Developmental Psychology 2004, 50:111-138.
35. Houts R.M., Caspi A., Pianta R.C., Arseneault L., Moffitt T.E. The challenging pupil in the classroom: The effect of the child on the teacher. Psychological Science 2010, 21:1802-1810.
36. Howes C. Socio-emotional classroom climate in child care, child-teacher relationships and children's second grade peer interactions. Social Development 2000, 9:192-204.
37. Hu L., Bentler P.M. Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling 1999, 6:1-55.
38. Hughes J.N., Cavell T.A., Jackson T. Influence of the teacher-student relationship on childhood conduct problems: A prospective study. Journal of Clinical Child Psychology 1999, 28:173-184.
39. Hughes J.N., Chen Q. Teacher-student relationship and peer relatedness in academically at-risk elementary students: Reciprocal effects and prediction of academic self-efficacy. Journal of Applied Developmental Psychology 2011, 32:278-287.
40. Justice L.M., Cottone E.A., Mashburn A., Rimm-Kaufman S.E. Relationships between teachers and preschoolers who are at risk: Contribution of children's language skills, temperamentally based attributes, and gender. Early Education and Development 2008, 19:600-621.
41. Kagan J., Fox N.A. Biology, culture, and temperamental biases. Social, emotional, and personality development 2006, Vol. 3:167-225. Wiley, New York, NY. 6th ed.
42. Kline R. Principles and practice of structural equation modeling 1998, Guilford, New York. 1st ed.
43. Kline R. Principles and practice of structural equation modeling 2010, Guilford, New York. 3rd ed.
44. Kochanska G., DeVet K., Goldman M., Murray M., Putnam S. Maternal reports of conscience, development, and temperament in young children. Child Development 1994, 65:852-868.
45. Kochenderfer B.J., Ladd G.W. Peer victimization: Cause or consequence of school maladjustment?. Child Development 1996, 67:1305-1317.
46. Ladd G.W. Peer relationships and social competence during early and middle childhood. Annual Review of Psychology 1999, 50:333-359.
47. Ladd G.W., Birch S.H., Buhs E.S. Children's social and scholastic lives in kindergarten: Related spheres of influence?. Child Development 1999, 70:1373-1400.
48. 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.
49. Ladd G.W., Kochenderfer - Ladd B.J. Identifying victims of peer aggression from early to middle childhood: Analysis of cross-informant data for concordance, estimation of relational adjustment, prevalence of victimization, and characteristics of identified victims. Psychological Assessment 2002, 14:74-96.
50. Ladd G.W., Kochenderfer B.J., Coleman C.C. Friendship quality as a predictor of young children's early school adjustment. Child Development 1996, 67:1103-1118.
51. Ladd G.W., Price J.M. Predicting children's social and school adjustment following the transition from preschool to kindergarten. Child Development 1987, 58:1168-1189.
52. Ladd G.W., Profilet S. The Child Behavior Scale: A teacher-report measure of young children's aggressive, withdrawn, and prointeractionss. Developmental Psychology 1996, 32:1008-1024.
53. Leflot G., van Lier P.A.C., Verschueren K., Onghena P., Colpin H. Transactional associations among teacher support, peer social preference, and child externalizing behavior: A four-wave longitudinal study. Journal of Clinical Child and Adolescent Psychology 2011, 40:87-99.
54. Little J.A. A test of missing completely at random for multivariate data with missing values. Journal of the American Statistical Association 1988, 83:1198-1202.
55. Luckner A.E., Pianta R.C. Teacher-student interactions in fifth grade classrooms: Relations with peer behavior. Journal of Applied Developmental Psychology 2011, 32:257-266.
56. MacKinnon D.P., Fairchild A.J. Current directions in mediation analysis. Current Directions in Psychological Science 2009, 18:16-20.
57. MacKinnon D.P., Fairchild A.J., Fritz M.S. Mediation analysis. Annual Review of Psychology 2007, 58:593-614.
58. Maldonado-Carreño C., Votruba-Drzal E. Teacher-child relationships and the development of academic and behavioral skills during elementary school: A within- and between-child analysis. Child Development 2011, 82:601-616.
59. Marsh H.W., Hau K., Wen Z. In search of golden rules: Comment on hypothesis-testing approaches to setting cutoff values for fit indexes and dangers in overgeneralizing Hu and Bentler's (1999) findings. Structural Equation Modeling 2004, 11:320-341.
60. Mercer S.H., DeRosier M.E. Teacher preference, peer rejection, and student aggression: A prospective study of transactional influence and independent contributions to emotional adjustment and grades. Journal of School Psychology 2008, 46:661-685.
61. Muthén L., Muthén B. Mplus user's guide 1998-2010, Muthén & Muthén, Los Angeles, CA. 6th ed.
62. National Institute of Child Health and Human Development, Early Child Care Research Network The NICHD study of early child care: A comprehensive longitudinal study of young children's lives. ERIC Document Reproduction Service, No. ED 353 0870 1993.
63. National Institute of Child Health and Human Development, Early Child Care Research Network The relation of global first-grade classroom environment to structural classroom features and teacher and student behavior. The Elementary School Journal 2002, 102:367-387.
64. O'Connor E. Teacher-child relationships as dynamic systems. Journal of School Psychology 2010, 48:187-218.
65. Palermo F., Hanish L.D., Martin C.L., Fabes R.A., Reiser M. Preschoolers' academic readiness: What role does the teacher-child relationship play?. Early Childhood Research Quarterly 2007, 22:407-422.
66. Parke R.D., Buriel R. Socialization in the family: Ethnic and ecological perspectives. Social, emotional, and personality development 2006, Vol. 3:429-504. Wiley, New York, NY. 6th ed.
67. Parker J.G., Asher S.R. Friendship and friendship quality in middle childhood: Links with peer group acceptance and feelings of loneliness and social dissatisfaction. Developmental Psychology 1993, 29:611-621.
68. Pettit G.S., Yu T., Dodge K.A., Bates J.E. A developmental process analysis of cross-generational continuity in educational attainment. Merrill-Palmer Quarterly 2009, 55:250-284.
69. Pianta R.C. Enhancing relationships between children and teachers 1999, American Psychological Association, Washington, DC.
70. Pianta R.C. Student-teacher relationship scale 2001, Psychological Assessment Resources, Inc., Odessa, FL.
71. Pianta R.C., Steinberg M.S., Rollins K.B. The first two years of school: Teacher-child relationships and deflections in children's classroom adjustment. Development and Psychopathology 1995, 7:295-312.
72. Preacher K., Hayes A. Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods 2008, 40:879-891.
73. Putnam S.P., Rothbart M.K. Development of short and very short forms of the children's behavior questionnaire. Journal of Personality Assessment 2006, 87:102-112.
74. Rimm-Kaufman S.E., Pianta R.C. An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research. Journal of Applied Developmental Psychology 2000, 21:491-511.
75. Rothbart M.K. Becoming who we are 2011, Guilford, New York, NY.
76. Rothbart M.K., Ahadi S., Hershey K. Temperament and interactions in childhood. Merrill-Palmer Quarterly 1994, 40:21-39.
77. Rothbart M.K., Bates J.E. Temperament. Social, emotional, and personality development 2006, Vol. 3:99-166. Wiley, New York, NY. 6th ed.
78. Rothbart M.K., Jones L.B. Temperament, self-regulation, and education. School Psychology Review 1998, 27:479-491.
79. Rubin K.H., Bukowski W.M., Parker J.G. Peer interactions, relationships, and groups. Social, emotional, and personality development 2006, Vol. 3:571-645. Wiley, New York, NY. 6th ed.
80. Rubin K.H., Burgess K.B., Hastings P.D. Stability and social-behavioral consequences of toddlers' inhibited temperament and parenting behaviors. Child Development 2002, 73:483-495.
81. Rudasill K.M. Child temperament, teacher-child interactions, and teacher-child relationships: A longitudinal investigation from first to third grade. Early Childhood Research Quarterly 2011, 26:147-156.
82. Rudasill K.M., Konold T.R. Contributions of children's temperament to teachers' judgments of social competence from kindergarten through second grade. Early Education and Development 2008, 19:643-666.
83. Rudasill K.M., Reio T.G., Stipanovic N., Taylor J.E. A longitudinal study of student-teacher relationship quality, difficult temperament, and risky behavior from childhood to early adolescence. Journal of School Psychology 2010, 48:389-412.
84. Rudasill K.M., Rimm-Kaufman S.E. Teacher-child relationship quality: The roles of child temperament and teacher-child interactions. Early Childhood Research Quarterly 2009, 24:107-120.
85. Rudasill K.M., Rimm-Kaufman S.E., Justice L.M., Pence K. Temperament and language skills as predictors of teacher-child relationship quality in preschool. Early Education and Development 2006, 17:271-291.
86. Rydell A.M., Bohlin G., Thorell L.B. Representations of attachment to parents and shyness as predictors of children's relationships with teachers and peer competence in preschool. Attachment & Human Development 2005, 7:187-204.
87. Salmivalli C., Kaukiainen A. 'Female Aggression' revisited: Variable- and person-centered approaches to studying gender differences in different types of aggression. Aggressive Behavior 2004, 30:158-163. 10.1002/ab.20012.
88. Shiner R.L., Buss K.A., McClowry S.G., Putnam S.P., Saudino K.J., Zentner M. What is temperament now? Assessing progress in temperament research on the twenty-fifth anniversary of Goldsmith et al. Child Development Perspectives 2012, 6:436-444.
89. Silva K.M., Spinrad T.L., Eisenberg N., Sulik M.J., Valiente C., Huerta S., et al. Relations of children's effortful control and teacher-child relationship quality to school attitudes in a low-income sample. Early Education and Development 2011, 22:434-460.
90. Sterry T.W., Reiter-Purtill J., Gartstein M.A., Gerhardt C.A., Vannatta K., Noll R.B. Temperament and peer acceptance: The mediating role of social behavior. Merrill-Palmer Quarterly 2010, 56:189-219.
91. Szewczyk-Sokolowski M., Bost K., Wainwright A. Attachment, temperament, and preschool children's peer acceptance. Social Development 2005, 14:379-397.
92. Terranova A.M., Morris A.S., Boxer P. Fear reactivity and effortful control in overt and relational bullying: A six-month longitudinal study. Aggressive Behavior 2008, 34:104-115.
93. Thomas A., Chess S. Temperament and development 1977, Brunner/Mazel, Oxford, UK.
94. 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.
95. Valiente C., Lemery-Chalfant K., Swanson J., Reiser M. Prediction of children's academic competence from their effortful control, relationships, and classroom participation. Journal of Educational Psychology 2008, 100:67-77.
96. Walker S., Berthelsen D., Irving K. Temperament and peer acceptance in early childhood: Gender and social status differences. Child Study Journal 2001, 31:177-193.
97. Wentzel K.R. Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence. Child Development 2002, 73:287-301.
98. Wentzel K.R., Looney L. Socialization in school settings. Handbook of social development 2007, 382-403. Guilford, New York, NY. J. Grusec, P. Hastings (Eds.).
99. Zarbatany L., McDougall P., Hymel S. Gender-differentiated experience in the peer culture: Links to intimacy in preadolescence. Social Development 2000, 9:62-79.
100. Zhao X., Lynch J., Chen Q. Reconsidering Baron and Kenny: Myths and truths about mediation analysis. The Journal of Consumer Research 2010, 37:197-206.