Developmental links between externalizing behavior and student-teacher interactions in male adolescents with psychiatric disabilities

Juliette A.B. Hopman*, Nouchka T. Tick, Jan Van Der Ende, Theo Wubbels, Frank C. Verhulst, Athanasios Maras, Linda D. Breeman, Pol A.C. Van Lier

*Corresponding author for this work

Research output: Contribution to JournalArticleAcademicpeer-review

Abstract

Students exhibiting challenging externalizing behaviors may benefit from supportive interactions with teachers. However, if students show high levels of externalizing behaviors, this may negatively impact on student- teacher interactions, and vice versa. We therefore examined bidirectional developmental links between student- teacher interactions and externalizing behavior of male adolescents placed in special education because of psychiatric disabilities. Participants were 584 adolescents (Mage = 15.0 years, SD = 1.7) and their teachers from 14 Dutch special education schools. At 3 time points, student-reports of student-teacher interactions and teacher- reports of adolescents' externalizing behavior were collected. Using autoregressive cross-lagged models, results indicate that externalizing behavior predicted decreases in supportive interactions (β = -09, p = .02), but not in negative interactions. Student-teacher interactions did not show a significant influence on externalizing behavior. Our results highlight externalizing behavior as an important target for interventions intended to improve student- teacher interactions.

Original languageEnglish
Pages (from-to)68-80
Number of pages13
JournalSchool Psychology Review
Volume48
Issue number1
DOIs
Publication statusPublished - Mar 2019

Keywords

  • special education procedures
  • student-teacher relationships

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