The Influence of the Teacher-Child Relationship on Internalizing Problems in Special Education
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2018-06-27
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en
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Abstract
In this longitudinal study the influence of the teacher-child relationship on
internalizing problems of pupils in special education was studied. The sample
consisted of 388 fifth and sixth grade pupils from 13 special education
schools in the Netherlands. Our first research question was if positive and
negative teacher-child relationships are predictive of current internalizing
problems of pupils in special education. Our second question was if positive
and negative teacher-child relationships are predictive of future internalizing
problems. Thereby it was studied if a positive or negative teacher-child
relationship was more predictive for internalizing problems. The research
questions were studied with a hierarchical regression analysis. Results of this
study show that the teacher-child relationship is predictive of current and
later internalizing problems of pupils in special education. Overall positivity
in the teacher-child relationship is not significantly related to the
internalizing problems of pupils in special education. It was only predictive
on current internalization when there was not controlled for negativity in the
teacher-child relationship. It is shown that negativity in the teacher-child
relationship does have a significant influence on current and later
internalizing problems of pupils in special education. Higher levels of
negativity in the teacher-child relationship were associated with higher levels
of internalizing problems of pupils in special education. These results imply
that negativity in the teacher-child relationship is a risk factor for
internalizing problems of pupils in special education. Further research
elaborating on this subject is clearly needed.
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Faculteit der Sociale Wetenschappen