Reciprocal Relations Between Teacher–Child Conflict and Aggressive Behavior in Kindergarten: A Three-Wave Longitudinal Study

Abstract

In recent developmental theorizing, it has been hypothesized that teacher–child conflict and children's externalizing behavior affect one another reciprocally over time. However, the relation between teacher–child conflict and externalizing behavior has been mainly studied from a unidirectional point of view. Therefore, this study aimed to test the hypothesis of bidirectionality by means of a cross-lagged longitudinal design with kindergarten teacher reports on core variables at 3 measurement occasions in 1 year. Structural equation modeling with data of 148 kindergartners provided evidence for the hypothesis of bidirectionality. Specifically, results supported a transactional sequence in which children's aggressive behavior at the beginning of kindergarten led to increases in teacher–child conflict midyear, which in turn led to an increase of aggressive behavior at the end of the kindergarten school year.

Notes

¹Approval for the procedures for this study was obtained from the institutional ethical committee of the Catholic University of Leuven, Belgium. In accordance with the American Psychological Association (2002) ethical code, permission to conduct this study was obtained from school principals, teachers, and parents. For the peer nomination procedures, child assent was also obtained. Moreover, because the entire class participated in the peer nomination procedures, all parents and children in the classroom were asked assent for these procedures, except for the small group of children that changed schools from the preschool to the kindergarten year (n = 7). In this case, peer nominations were not conducted. Furthermore, regarding the peer nominations, classrooms with less than 10 children participating (n = 2) were removed based on the recommendation of Kane and Lawler (1978). For the remaining classrooms, parent passive consent for peer nomination procedures was given for 92% of the children on average per classroom (range = 78–100%). None of the children refused participation.

²In Belgium, most children enter school at 2.5 years of age. They complete 3 years of “preschool/kindergarten” before they enter the primary grades, usually in the same school. In our study, the 3rd year is called “kindergarten,” whereas the 2nd year is called “preschool.”

Note: N = 154–198. T1 = Time 1; T2 = Time 2; T3 = Time 3.

∗∗∗p < .001.

Note: Unstand. = unstandardized factor loading; Stand. = standardized factor loading.

^a Fixed to 1.

The study was funded by a grant from the Research Council of the Catholic University of Leuven.