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

doi:10.17105/SPR-2017-0144.V48-1

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

Clinical Developmental Psychology

Research output: Contribution to Journal › Article › Academic › peer-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 language	English
Pages (from-to)	68-80
Number of pages	13
Journal	School Psychology Review
Volume	48
Issue number	1
DOIs	https://doi.org/10.17105/SPR-2017-0144.V48-1
Publication status	Published - Mar 2019

Funding

Authors’ Note. This research is part of the 4U Study, and has been financially supported by a grant from the Netherlands Organization for Scientific Research NWO (program number NL28706.097.09). Participating centers of the 4U Study include two departments of the Yulius Mental Health Organization (Yulius Academy and Yulius Education), the CED-Group Rotterdam, the Erasmus University Medical Center Rotterdam, the Utrecht University, and the VU University Amsterdam, all located in the Netherlands. We thank all students, their teachers, and their parents who participated in this study and everyone who worked on the 4U Study.

Keywords

special education procedures
student-teacher relationships

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.17105/SPR-2017-0144.V48-1

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

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.",

keywords = "special education procedures, student-teacher relationships",

author = "Hopman, \{Juliette A.B.\} and Tick, \{Nouchka T.\} and \{Van Der Ende\}, Jan and Theo Wubbels and Verhulst, \{Frank C.\} and Athanasios Maras and Breeman, \{Linda D.\} and \{Van Lier\}, \{Pol A.C.\}",

year = "2019",

month = mar,

doi = "10.17105/SPR-2017-0144.V48-1",

language = "English",

volume = "48",

pages = "68--80",

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AU - Hopman, Juliette A.B.

AU - Tick, Nouchka T.

AU - Van Der Ende, Jan

AU - Wubbels, Theo

AU - Verhulst, Frank C.

AU - Maras, Athanasios

AU - Breeman, Linda D.

AU - Van Lier, Pol A.C.

PY - 2019/3

Y1 - 2019/3

N2 - 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.

AB - 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.

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

Abstract

Funding

Keywords

UN SDGs

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