Department of Psychology, Norwegian University of Science and Technology, Trondheim, Norway.
Department of Child and Adolescent Psychiatry, St. Olav's Hospital, Trondheim, Norway.
Res Child Adolesc Psychopathol. 2023 Mar;51(3):331-342. doi: 10.1007/s10802-022-00968-4. Epub 2022 Oct 27.
Current evidence suggests that conflicted student-teacher relationships may increase behavior problems in children and vice-versa, but this may be due to confounding. We therefore analyzed their relation applying a within-person approach that adjusts for all time-invariant confounding effects, involving samples from Norway (n = 964, 50.9% females) and the USA (n = 1,150, 48.3% females) followed from age 4-12 years with similar measures. Increased parent-reported behavior problems forecasted increased student-teacher conflict to a similar extent in both countries (β = 0.07, p = .010), whereas teacher-reported behavior problems predicted increased student-teacher conflict more strongly in Norway (β = 0.14, p = .001) than in the US (β = 0.08, p = .050). Increased teacher-child conflict also predicted increased parent-reported (β = 0.07, p = .010), but not teacher-reported, behavior problems in both countries. Findings underscore the reciprocal relation between behavior problems and a conflictual student-teacher relationship.
目前的证据表明，有冲突的师生关系可能会增加儿童的行为问题，反之亦然，但这可能是由于混杂因素造成的。因此，我们应用了一种个体内方法来分析它们的关系，这种方法调整了所有时间不变的混杂效应，涉及来自挪威（n=964，50.9%女性）和美国（n=1150，48.3%女性）的样本，从 4 岁到 12 岁进行随访，使用了相似的测量方法。父母报告的行为问题增加程度与两国学生-教师冲突增加程度相似（β=0.07，p=0.010），而教师报告的行为问题在挪威比在美国更能预测学生-教师冲突增加（β=0.14，p=0.001）比在美国（β=0.08，p=0.050）。教师与儿童的冲突增加也预测了两国父母报告的（β=0.07，p=0.010），而不是教师报告的行为问题增加。研究结果强调了行为问题与冲突性师生关系之间的相互关系。
