The Influence of the Teacher-Child Relationship on Internalizing Problems in Special Education

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dc.contributor.advisorSwart, F.
dc.contributor.authorJansen, E.
dc.date.issued2018-06-27
dc.description.abstractIn 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. Introductionen_US
dc.embargo.lift10000-01-01
dc.embargo.typePermanent embargoen_US
dc.identifier.urihttps://theses.ubn.ru.nl/handle/123456789/6675
dc.language.isoenen_US
dc.thesis.facultyFaculteit der Sociale Wetenschappenen_US
dc.thesis.specialisationMaster Gezondheidszorgpsychologieen_US
dc.thesis.studyprogrammePsychologieen_US
dc.thesis.typeMasteren_US
dc.titleThe Influence of the Teacher-Child Relationship on Internalizing Problems in Special Educationen_US
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