University of Louisville, College of Education and Human Development, Louisville, KY 40292, USA.
J Sch Psychol. 2010 Oct;48(5):389-412. doi: 10.1016/j.jsp.2010.05.001. Epub 2010 Jun 12.
This study examines the mediating role of student-teacher relationship quality (conflict and closeness) in grades 4, 5, and 6 on the relation between background characteristics, difficult temperament at age 4 1/2 and risky behavior in 6th grade. The longitudinal sample of participants (N=1156) was from the NICHD Study of Early Child Care and Youth Development. Structural equation modeling was used to estimate paths from (a) background characteristics to student-teacher relationship quality and risky behavior, (b) temperament to student-teacher relationship quality and risky behavior, and (c) student-teacher relationship quality to risky behavior. Findings indicate that students' family income, gender, receipt of special services, and more difficult temperament were associated with risky behavior. In addition, student-teacher conflict was a mediator. Students with more difficult temperaments were more likely to report risky behavior and to have conflict in their relationships with teachers. More conflict predicted more risky behavior. Closer student-teacher relationships were associated with less risky behavior. Results suggest negative relationships, specifically student-teacher relationships, may increase the risk that certain adolescents will engage in risky behavior.
本研究考察了学生-教师关系质量（冲突和亲密）在 4、5 和 6 年级对背景特征、4 岁半时的困难气质与 6 年级危险行为之间关系的中介作用。参与者的纵向样本（N=1156）来自 NICHD 早期儿童保育和青年发展研究。结构方程模型用于估计从（a）背景特征到学生-教师关系质量和危险行为，（b）气质到学生-教师关系质量和危险行为，以及（c）学生-教师关系质量到危险行为的路径。研究结果表明，学生的家庭收入、性别、接受特殊服务以及更困难的气质与危险行为有关。此外，师生冲突是一个中介因素。气质较困难的学生更有可能报告危险行为，并与教师关系存在冲突。更多的冲突预示着更多的危险行为。更密切的师生关系与较少的危险行为有关。结果表明，负面关系，特别是师生关系，可能会增加某些青少年从事危险行为的风险。
