Department of Psychological Sciences, Centre for Brain and Cognitive Development, Birkbeck College, University of London, UK.
Unit for School and Family Studies, Department of Psychology, Goldsmiths, University of London, UK.
Br J Educ Psychol. 2021 Mar;91(1):482-499. doi: 10.1111/bjep.12376. Epub 2020 Aug 10.
Childhood antisocial behaviour has been associated with poorer teacher-student relationship (TSR) quality. It is also well-established that youth with antisocial behaviour have a range of emotion-related deficits, yet the impact of these students' emotion-related abilities on the TSR is not understood. Furthermore, the addition of the Limited Prosocial Emotions Specifier in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) indicates that understanding the role of callous-unemotional (CU) traits for youth with antisocial behaviour problems is of particular importance.
The aim of this study was to investigate the association between antisocial behaviour difficulties and the TSR by examining the influence of emotion-related abilities and CU traits.
Twelve teachers from 10 primary schools provided anonymized information on 108 children aged 6-11 years.
Antisocial behaviour was associated with higher teacher-student conflict (but not closeness) as well as higher emotion lability/negativity and lower emotion understanding/empathy. Emotion lability/negativity was associated with higher teacher-student conflict (but not closeness), and emotion understanding/empathy was associated with lower teacher-student conflict and higher closeness. CU traits were associated with higher teacher-student conflict and lower teacher-student closeness (controlling for antisocial behaviour more broadly). We found no evidence of a moderating effect of CU traits or emotion-related abilities on the association between antisocial behaviour and TSR quality.
Interventions for behaviour difficulties should consider teacher-student relationships in the classroom. Strategies which aim to improve teacher-student closeness as well as reduce teacher-student conflict may be of particular value to students with high CU traits.
儿童期反社会行为与较差的师生关系（TSR）质量有关。众所周知，具有反社会行为的年轻人存在一系列与情绪相关的缺陷，但这些学生的情绪相关能力对 TSR 的影响尚不清楚。此外，《精神障碍诊断与统计手册》（DSM-5）中有限亲社会情绪特征的加入表明，理解冷酷无情（CU）特征对于具有反社会行为问题的年轻人的作用尤为重要。
本研究旨在通过检查与情绪相关的能力和 CU 特征，研究反社会行为困难与 TSR 之间的关系。
来自 10 所小学的 12 名教师为 108 名 6-11 岁的儿童提供了匿名信息。
反社会行为与较高的师生冲突（但不包括亲密感）以及较高的情绪不稳定性/消极性和较低的情绪理解/同理心有关。情绪不稳定性/消极性与较高的师生冲突（但不包括亲密感）有关，而情绪理解/同理心与较低的师生冲突和较高的亲密感有关。CU 特征与较高的师生冲突和较低的师生亲密感有关（控制了更广泛的反社会行为）。我们没有发现 CU 特征或与情绪相关的能力对反社会行为与 TSR 质量之间关系的调节作用的证据。
针对行为困难的干预措施应考虑课堂上的师生关系。旨在提高师生亲密感和减少师生冲突的策略可能对具有高 CU 特征的学生特别有价值。
