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Journal of Clinical Child Psychology Volume 28, 1999 - Issue 2
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Original Articles

Influence of the teacher-student relationship in childhood conduct problems: A prospective study

Jan N. Hughes
&
Timothy A. Cavell
Pages 173-184 | Published online: 07 Jun 2010

Citations (205)

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Laura M. Justice, Hui Jiang, Jing Sun, Tzu-Jung Lin, Kelly Purtell, Arya Ansari & Nathan Helsabeck. (2023) Classrooms are Complex Host Environments: An Integrative Theoretical Measurement Model of the Pre-K to Grade 3 Classroom Ecology. Early Education and Development 34:4, pages 979-1009.
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Elizabeth Murray, Linda J. Harrison & Tania Trapolini. (2023) Children’s drawings of student-teacher relationship quality: examining change over the first year of school.. Early Child Development and Care 193:1, pages 1-17.
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Bi Ying Hu, Lixin Ren, Zhongling Wu, Jiani Chen & Jinbo He. (2022) Relationships Between the Τeacher–Child Conflict and Children’s Problem Behaviors in the Cultural Context of Chinese Preschools. School Psychology Review 51:5, pages 538-554.
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Özge Metin Aslan & Menekşe Boz. (2022) Moderating Effects of Teacher–Child Relationship on the Association Between Unsociability and Play Behaviors. The Journal of Genetic Psychology 183:2, pages 180-196.
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Bengi Saral & Ibrahim H. Acar. (2021) Preschool children’s social competence: the roles of parent–child, parent–parent, and teacher–child relationships. European Early Childhood Education Research Journal 29:6, pages 856-876.
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Reza Khany & Fian Ghasemi. (2021) Development and validation of teacher classroom leadership scale in EFL context. International Journal of Leadership in Education 24:4, pages 513-532.
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Lars Dietrich, David Zimmermann & Josef Hofman. (2021) The importance of teacher-student relationships in classrooms with ‘difficult’ students: a multi-level moderation analysis of nine Berlin secondary schools. European Journal of Special Needs Education 36:3, pages 408-423.
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Florence Christianah Awoniyi & Paul Kwame Butakor. (2021) The role of teacher-student relationship on performance in mathematics of the eleventh graders in the Cape Coast metropolis: Critical friendship perspective. Cogent Education 8:1.
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Penny Van Bergen, Linda J. Graham & Naomi Sweller. (2020) Memories of Positive and Negative Student–Teacher Relationships in Students With and Without Disruptive Behavior. School Psychology Review 49:2, pages 178-194.
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Rianne J. Bosman, Marjolein Zee & Helma M. Y. Koomen. (2019) Do Teachers Have Different Mental Representations of Relationships With Children in Cases of Hyperactivity Versus Conduct Problems?. School Psychology Review 48:4, pages 333-347.
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Jennifer Ly & Qing Zhou. (2018) Bidirectional Associations Between Teacher–Child Relationship Quality and Chinese American Immigrant Children’s Behavior Problems. Journal of Clinical Child & Adolescent Psychology 47:6, pages 954-966.
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Linda D. Breeman, Pol A. C. van Lier, Theo Wubbels, Frank C. Verhulst, Jan van der Ende, Athanasios Maras, Juliette A. B. Hopman & Nouchka T. Tick. (2018) Developmental Links between Teacher-Child Closeness and Disobedience for Boys Placed in Special Education. Exceptionality 26:4, pages 230-244.
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Clayton R. Cook, Susanna Coco, Yanchen Zhang, Aria E. Fiat, Mylien T. Duong, Tyler L. Renshaw, Anna C. Long & Sophia Frank. (2018) Cultivating Positive Teacher–Student Relationships: Preliminary Evaluation of the Establish–Maintain–Restore (EMR) Method. School Psychology Review 47:3, pages 226-243.
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Ibrahim H. Acar, Moon Y. Q. Evans, Kathleen M. Rudasill & Suleyman Yıldız. (2018) The contributions of relationships with parents and teachers to Turkish children’s antisocial behaviour. Educational Psychology 38:7, pages 877-897.
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Robert Thornberg, Linda Wänström, Tiziana Pozzoli & Gianluca Gini. (2018) Victim prevalence in bullying and its association with teacher–student and student–student relationships and class moral disengagement: a class-level path analysis. Research Papers in Education 33:3, pages 320-335.
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Jiawei Zhou, Jiarun Yang, Yunmiao Yu, Lin Wang, Dong Han, Xiongzhao Zhu, Jincai He, Xiaohui Qiu, Xiuxian Yang, Zhengxue Qiao, Hong Sui & Yanjie Yang. (2017) Influence of school-level and family-level variables on Chinese college students’ aggression. Psychology, Health & Medicine 22:7, pages 823-833.
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Karyn Hartz, Amanda P. Williford & Helma M. Y. Koomen. (2017) Teachers’ Perceptions of Teacher–Child Relationships: Links With Children’s Observed Interactions. Early Education and Development 28:4, pages 441-456.
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Tammy Schwartz, Hannah Dinnen, Marissa K. Smith-Millman, Maressa Dixon & Paul D. Flaspohler. (2017) The Urban Teaching Cohort: pre-service training to support mental health in urban schools. Advances in School Mental Health Promotion 10:1, pages 26-48.
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Brian Andrew Collins, Erin Eileen O'Connor, Lauren Supplee & Daniel S. Shaw. (2017) Behavior problems in elementary school among low-income boys: The role of teacher–child relationships. The Journal of Educational Research 110:1, pages 72-84.
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Rodney Beaulieu. (2016) A critical discourse analysis of teacher-student relationships in a third-grade literacy lesson: Dynamics of microaggression. Cogent Education 3:1.
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Henri Pesonen, Elina Kontu, Minna Saarinen & Raija Pirttimaa. (2016) Conceptions associated with sense of belonging in different school placements for Finnish pupils with special education needs. European Journal of Special Needs Education 31:1, pages 59-75.
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Matthew K. Burns. (2015) Environmental Context of Learning: Introduction to the Special Topic. School Psychology Review 44:2, pages 147-149.
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Caroline Vancraeyveldt, Karine Verschueren, Sanne Van Craeyevelt, Sofie Wouters & Hilde Colpin. (2015) Teacher-reported effects of the Playing-2-gether intervention on child externalising problem behaviour. Educational Psychology 35:4, pages 466-483.
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YunPeng Wu, JianFen Wu, YingMin Chen, Lei Han, PiGuo Han, Peng Wang & Fengqiang Gao. (2015) Shyness and School Adjustment Among Chinese Preschool Children: Examining the Moderating Effect of Gender and Teacher–Child Relationship. Early Education and Development 26:2, pages 149-166.
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MeghanP. McCormick, AshleyR. Turbeville, SophieP. Barnes & SandeeG. McClowry. (2014) Challenging Temperament, Teacher–Child Relationships, and Behavior Problems in Urban Low-Income Children: A Longitudinal Examination. Early Education and Development 25:8, pages 1198-1218.
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Gareth Roach. (2014) A Helping Hand? A Study into an England-wide Peer Mentoring Program to Address Bullying Behavior. Mentoring & Tutoring: Partnership in Learning 22:3, pages 210-223.
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Matthew K. Burns. (2013) Contextualizing School Psychology Practice: Introducing Featured Research Commentaries. School Psychology Review 42:3, pages 334-342.
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Anke de Boer, Sip Jan Pijl, Wendy Post & Alexander Minnaert. (2012) Which variables relate to the attitudes of teachers, parents and peers towards students with special educational needs in regular education?. Educational Studies 38:4, pages 433-448.
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KatherineC. Driscoll, Lijuan Wang, AndrewJ. Mashburn & RobertC. Pianta. (2011) Fostering Supportive Teacher–Child Relationships: Intervention Implementation in a State-Funded Preschool Program. Early Education and Development 22:4, pages 593-619.
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Geertje Leflot, PolA. C. van Lier, Karine Verschueren, Patrick Onghena & Hilde Colpin. (2011) Transactional Associations Among Teacher Support, Peer Social Preference, and Child Externalizing Behavior: A Four-Wave Longitudinal Study. Journal of Clinical Child & Adolescent Psychology 40:1, pages 87-99.
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Maria Kypriotaki & George Manolitsis. (2010) Teachers' evaluations for the detection of primary‐school children with attention deficit hyperactivity disorder. European Journal of Special Needs Education 25:3, pages 269-281.
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Jessica E. Vick Whittaker & Brenda Jones Harden. (2010) Teacher–Child Relationships and Children's Externalizing Behaviors in Head Start. NHSA Dialog 13:3, pages 141-167.
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KatherineC. Driscoll & RobertC. Pianta. (2010) Banking Time in Head Start: Early Efficacy of an Intervention Designed to Promote Supportive Teacher–Child Relationships. Early Education and Development 21:1, pages 38-64.
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SigrunK. Ertesvåg. (2009) Classroom leadership: the effect of a school development programme. Educational Psychology 29:5, pages 515-539.
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Sarah Doumen, Karine Verschueren, Evelien Buyse, Veerle Germeijs, Koen Luyckx & Bart Soenens. (2008) Reciprocal Relations Between Teacher–Child Conflict and Aggressive Behavior in Kindergarten: A Three-Wave Longitudinal Study. Journal of Clinical Child & Adolescent Psychology 37:3, pages 588-599.
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RobertJ. Coplan & KimberleyA. Arbeau. (2008) The Stresses of a “Brave New World”: Shyness and School Adjustment in Kindergarten. Journal of Research in Childhood Education 22:4, pages 377-389.
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SigrunK. Ertesvåg & Grete Sørensen Vaaland. (2007) Prevention and Reduction of Behavioural Problems in School: An evaluation of the Respect program. Educational Psychology 27:6, pages 713-736.
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Christopher Murray & RobertC. Pianta. (2007) The Importance of Teacher-Student Relationships for Adolescents with High Incidence Disabilities. Theory Into Practice 46:2, pages 105-112.
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RebeccaP. Ang. (2006) Fathers Do Matter: Evidence From an Asian School-Based Aggressive Sample. The American Journal of Family Therapy 34:1, pages 79-93.
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RebeccaP. Ang. (2005) Development and Validation of the Teacher-Student Relationship Inventory Using Exploratory and Confirmatory Factor Analysis. The Journal of Experimental Education 74:1, pages 55-74.
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Joshua S. Smith & Kevin P. Quinn. (2004) A Qualitative Study of Caregivers' and Teachers' Perceptions of Behavior Problems in Head Start Children. NHSA Dialog 7:1, pages 97-116.
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Michelle Little & Roger Kobak. (2003) Emotional Security With Teachers and Children's Stress Reactivity: A Comparison of Special-Education and Regular-Education Classrooms. Journal of Clinical Child & Adolescent Psychology 32:1, pages 127-138.
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