Trajectories of Classroom Externalizing Behavior: Contributions of Child Characteristics, Family Characteristics, and the Teacher-Child Relationship during the School Transition.

By R. Silver, J. Measelle, Jeffrey M. Armstrong, Marilyn J. Essex. 2005

622 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/080a6edec0397784dfdd003d934191c6eea13009

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Citations in the corpus

Understanding and Improving Classroom Emotional Climate and Behavior Management in the “Real World”: The Role of Head Start Teachers' Psychosocial Stressors (2010, methodology): “Our intervention program, the Chicago School Readiness Project (CSRP), is one example that draws from education and early intervention research ( Hamre & Pianta, 2005 ; Hemmeter et al, 2006 ; Silver, Measelle, Armstrong, & Essex, 2005 ; Zaslow et al, 2006 ).”
Social and Emotional Learning and Teacher–Student Relationships: Preschool Teachers’ and Students’ Perceptions (2016, background): “The assumptions that teacher–student relationships influence students’ adaptation to schools (Mantzicopoulos and Neuharth-Pritchett 2003; Silver et al. 2005), and that students’ experience of conflict with teachers may continue to impact over time on the quality of teacher–child relationships (Howes”
An examination of the relationship among teachers' perceptions of social-emotional learning, teaching efficacy, teacher-student interactions, and students' behavioral difficulties (2017, background): “The quality of the teacher-student relationship influences and is further influenced by students’ adaptation to the classroom (Mantzicopoulos & Neuharth-Pritchett, 2003; Silver et al., 2005).”
Teacher–child relationship quality: The roles of child temperament and teacher–child interactions (2009, background): “Congruent with previous research, our results showed that boys were more likely to have teacher–child relationships marked by conflict, and girls were more likely to have teacher–child relationships marked by closeness (Hamre & Pianta, 2001; Saft & Pianta, 2001; Silver et al., 2005).”
Students’ emotional and cognitive engagement as the determinants of well-being and achievement in school (2014, background): “For instance, primary school students whose relationships with teachers are characterized by conflict are more likely to be held back a year, experience peer rejection and participate less in classroom activities (Silver et al., 2005).”
Development and Validation of the Teacher-Student Relationship Inventory Using Exploratory and Confirmatory Factor Analysis (2005, background): “Likewise, in a recent study, Silver, Measelle, Armstrong, and Essex (2005) found that conflict in the teacher–student relationship during transition to elementary school contributed to faster rates of increase in externalizing behavior from kindergarten through third grade above and beyond negative…”
Spanish-Speaking Children's Social and Language Development in Pre-Kindergarten Classrooms (2007, background): “Silver, Measelle, Armstrong, and Essex (2005) found that more conflict in the kindergarten teacher–child relationship was related to increases in the child's externalizing behavior problems from kindergarten to third grade, whereas more closeness was related to decreases in externalizing behavior ”
Recent trends in research on teacher–child relationships (2012, background): “…problems and positive relationships with teachers show higher reading scores (Baker et al., 2008), deceleration of externalizing behaviors (Silver et al., 2005), and higher academic performance (Baker, 2006) compared to children with externalizing problems with less close or conflictual…”