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Associations between Student-Teacher Bonds and Oppositional Behavior Against Teachers in Adolescence: A Longitudinal Analysis from Ages 11 to 15

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Associations between Student-Teacher Bonds and Oppositional Behavior Against Teachers in Adolescence: A Longitudinal Analysis from Ages 11 to 15. / Valdebenito, Sara; Speyer, Lydia; Murray, Aja Louise et al.
In: Journal of youth and adolescence, Vol. 51, No. 10, 31.10.2022, p. 1997-2007.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Valdebenito, S, Speyer, L, Murray, AL, Ribeaud, D & Eisner, M 2022, 'Associations between Student-Teacher Bonds and Oppositional Behavior Against Teachers in Adolescence: A Longitudinal Analysis from Ages 11 to 15', Journal of youth and adolescence, vol. 51, no. 10, pp. 1997-2007. https://doi.org/10.1007/s10964-022-01645-x

APA

Valdebenito, S., Speyer, L., Murray, A. L., Ribeaud, D., & Eisner, M. (2022). Associations between Student-Teacher Bonds and Oppositional Behavior Against Teachers in Adolescence: A Longitudinal Analysis from Ages 11 to 15. Journal of youth and adolescence, 51(10), 1997-2007. https://doi.org/10.1007/s10964-022-01645-x

Vancouver

Valdebenito S, Speyer L, Murray AL, Ribeaud D, Eisner M. Associations between Student-Teacher Bonds and Oppositional Behavior Against Teachers in Adolescence: A Longitudinal Analysis from Ages 11 to 15. Journal of youth and adolescence. 2022 Oct 31;51(10):1997-2007. Epub 2022 Jun 28. doi: 10.1007/s10964-022-01645-x

Author

Valdebenito, Sara ; Speyer, Lydia ; Murray, Aja Louise et al. / Associations between Student-Teacher Bonds and Oppositional Behavior Against Teachers in Adolescence : A Longitudinal Analysis from Ages 11 to 15. In: Journal of youth and adolescence. 2022 ; Vol. 51, No. 10. pp. 1997-2007.

Bibtex

@article{bfbc8a8b26f94a9d9e8b839b715ea077,
title = "Associations between Student-Teacher Bonds and Oppositional Behavior Against Teachers in Adolescence: A Longitudinal Analysis from Ages 11 to 15",
abstract = "Prior research has found evidence for a positive effect of student-teacher bonds on children's behavior. However, little research has investigated these relations following a transactional model of child development. This study investigated the bidirectional associations between student-teacher relationships and oppositional behaviors towards teachers using the 'Zurich Project on the Social Development from Childhood to Adulthood' (n = 1527; median ages 11, 13 and 15; 49% female). Results of a random-intercept cross-lagged panel model suggested that, among boys, positive student-teacher bonds at age 13 were associated with fewer teacher-reported oppositional behaviors two years later. The results indicated that negative interactions with teachers may be part of vicious cycles of poor relationships and increased levels of oppositional behavior, particularly for boys in late adolescence.",
keywords = "Child-teacher relationship, Cross-lagged effect, Oppositional behavior, Student-teacher bond",
author = "Sara Valdebenito and Lydia Speyer and Murray, {Aja Louise} and Denis Ribeaud and Manuel Eisner",
year = "2022",
month = oct,
day = "31",
doi = "10.1007/s10964-022-01645-x",
language = "English",
volume = "51",
pages = "1997--2007",
journal = "Journal of youth and adolescence",
issn = "0047-2891",
publisher = "Springer New York",
number = "10",

}

RIS

TY - JOUR

T1 - Associations between Student-Teacher Bonds and Oppositional Behavior Against Teachers in Adolescence

T2 - A Longitudinal Analysis from Ages 11 to 15

AU - Valdebenito, Sara

AU - Speyer, Lydia

AU - Murray, Aja Louise

AU - Ribeaud, Denis

AU - Eisner, Manuel

PY - 2022/10/31

Y1 - 2022/10/31

N2 - Prior research has found evidence for a positive effect of student-teacher bonds on children's behavior. However, little research has investigated these relations following a transactional model of child development. This study investigated the bidirectional associations between student-teacher relationships and oppositional behaviors towards teachers using the 'Zurich Project on the Social Development from Childhood to Adulthood' (n = 1527; median ages 11, 13 and 15; 49% female). Results of a random-intercept cross-lagged panel model suggested that, among boys, positive student-teacher bonds at age 13 were associated with fewer teacher-reported oppositional behaviors two years later. The results indicated that negative interactions with teachers may be part of vicious cycles of poor relationships and increased levels of oppositional behavior, particularly for boys in late adolescence.

AB - Prior research has found evidence for a positive effect of student-teacher bonds on children's behavior. However, little research has investigated these relations following a transactional model of child development. This study investigated the bidirectional associations between student-teacher relationships and oppositional behaviors towards teachers using the 'Zurich Project on the Social Development from Childhood to Adulthood' (n = 1527; median ages 11, 13 and 15; 49% female). Results of a random-intercept cross-lagged panel model suggested that, among boys, positive student-teacher bonds at age 13 were associated with fewer teacher-reported oppositional behaviors two years later. The results indicated that negative interactions with teachers may be part of vicious cycles of poor relationships and increased levels of oppositional behavior, particularly for boys in late adolescence.

KW - Child-teacher relationship

KW - Cross-lagged effect

KW - Oppositional behavior

KW - Student-teacher bond

U2 - 10.1007/s10964-022-01645-x

DO - 10.1007/s10964-022-01645-x

M3 - Journal article

C2 - 35764714

VL - 51

SP - 1997

EP - 2007

JO - Journal of youth and adolescence

JF - Journal of youth and adolescence

SN - 0047-2891

IS - 10

ER -