The DOI matches its Crossref record; 47 of the 47 references it cites were found in a registry or an index.
Teacher–Student Relationships as Compensatory Resources for Aggressive Children
Abstract
This 2-year prospective investigation examined the association between the quality of teacher–student relationships and children's levels of aggression in a sample of 140 second- and third-grade aggressive children (M age=8.18). Consistent with the proposed dual-risk compensatory hypothesis, positive teacher–student relationships were more beneficial for aggressive African American and Hispanic children than for aggressive Caucasian children. Data did not support a moderating effect of negative parent–child relationship quality on the association between supportive teacher–student relationships and aggression. Findings underscore the importance of recruiting and preparing teachers capable of establishing supportive relationships with aggressive African American and Hispanic children. Results also suggest the need for multiple reporters of relationship quality in future research.
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Cites
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Cited by
Pianta, R. C., & Hamre, B. K. (2009) · Educational Researcher · doi:10.3102/0013189x09332374 · Cited by 1,331
Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012) · Handbook of Research on Student Engagement · doi:10.1007/978-1-4614-2018-7_17 · Cited by 1,055
Recent trends in research on teacher–child relationships
Sabol, T. J., & Pianta, R. C. (2012) · Attachment & Human Development · doi:10.1080/14616734.2012.672262 · Cited by 832
Relationships Between Teachers and Children
Pianta, R. C., Hamre, B., & Stuhlman, M. (2003) · Handbook of Psychology · doi:10.1002/0471264385.wei0710 · Cited by 667
Handbook of Research on Schools, Schooling and Human Development
(2010) · Routledge eBooks · doi:10.4324/9780203874844 · Cited by 502
Metadata
- Authors
- Meehan, B. T., Hughes, J. N., & Cavell, T. A.
- Venue
- Child Development
- Publisher
- Oxford University Press (OUP)
- Published
- 2003-07-01
- Volume
- 74
- Issue
- 4
- Pages
- 1145-1157
- ISSN
- 0009-3920 (ISSN-L)
- 1467-8624
- OpenAlex
- W2131392201
- Cited by
- 450
- References
- 47
- FWCI
- 8.13
- Type
- journal article
- Language
- en
- Open access
- closed
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