Elementary School Children with Behavior Problems: Teacher-Child Relations and Self-Perception. A Prospective Study

By Lisbeth Henricsson, Anneli Rydell. 2004

350 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/77650011ae22b248f88bdc459c76f6b05001477a

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Citations in the corpus

Conflictual student–teacher relationship, emotional and behavioral problems, prosocial behavior, and their associations with bullies, victims, and bullies/victims (2018, background): “Indeed, findings indicate that students reporting conflictual student–teacher relationships are more likely to present externalising disorders (e.g. Henricsson & Rydell, 2004; Ladd & Burgess, 1999; Sette, Spinrad, & Baumgartner, 2013), and engage in problem behaviors (e.g. Baker, 2006).”
Teacher–Child Relationships, Classroom Climate, and Children’s Social-Emotional and Academic Development (2017, background): “…as they age, and there is evidence of only moderate concordance between children’s and teachers’ reports of relationship quality in elementary school (Henricsson & Rydell, 2004; Hughes, 2011; Hughes et al., 1999; Jellesma, Zee, & Koomen, 2015; Koomen & Jellesma, 2015; Li, Hughes, Kwok, & Hsu,…”
Recent trends in research on teacher–child relationships (2012, background): “Before children walk into school, children with certain behavioral, demographic, academic, and caregiving factors and experiences are at-risk for a host of academic and socioemotional difficulties (e.g., Hamre & Pianta, 2005; Henricsson & Rydell, 2004).”
Reducing Child Problem Behaviors and Improving Teacher-Child Interactions and Relationships: A Randomized Controlled Trial of Best in Class. (2018, background): “Henricsson and Rydell (2004) report that poor teacher-child relationships tend to be stable over time, as well as have a negative effect on school adjustment.”
ADHD symptoms and the teacher–student relationship: a systematic literature review (2019, background): “This aligns with previous research regarding relationships between teachers and students with disabilities (Crum, Waschbusch, and Willoughby 2016; Henricsson and Rydell 2004; Nurmi 2012), together with the consensus that high-quality relationships between teachers and students with disabilities are…”
Teacher–Child Relationships and Pedagogical Practices: Considering the Teacher's Perspective (2008, background): “Their findings indicated that relationship quality is positively associated with emotional support (Hamre & Pianta, 2005), positive interaction behaviors (Henricsson & Rydell, 2004), and appropriate instructional practices, including positive emotional climate (Mantzicopoulos, 2005).”
Joint trajectories of behavioral, affective, and cognitive engagement in elementary school (2017, background): “From this perspective, students who develop conflictual, distant relationships with teachers and who are perceived as disengaged by teachers would be more likely to feel disengaged (Henricsson & Rydell, 2004; Hughes et al., 2008).”
Relationships Between Teachers and Preschoolers Who Are At Risk: Contribution of Children's Language Skills, Temperamentally Based Attributes, and Gender (2008, result): “Consistent with previous reports in the literature on teacher–child relationships for school-age pupils (eg, Birch & Ladd, 1998 ; Henricsson & Rydell, 2004 ), higher teacher–child conflict was linked to higher levels of child expression of anger ( r = .”
Examining the Influence of Teacher Behavior and Classroom Context on the Behavioral and Academic Outcomes for Students With Emotional or Behavioral Disorders (2008, background): “Henricsson and Rydell (2004) report that poor teacher–student relationships tend to be stable over time and have a negative effect on school adjustment.”
Teachers’ self-efficacy in relation to individual students with a variety of social–emotional behaviors: A multilevel investigation (2016, neutral): “Such socially withdrawn behaviors may result in a student-teacher relationship pattern characterized by lower levels of closeness, and higher levels of dependency (e.g., Arbeau et al., 2010; Henricsson & Rydell, 2004; Roorda et al., 2014).”
Teacher—Student Relationships Among Behaviorally At-Risk African American Youth From Low-Income Backgrounds: Student Perceptions, Teacher Perceptions, and Socioemotional Adjustment Correlates (2011, methodology): “…there was some evidence of an interaction between behavioral status and gender, indicating that males with behavioral problems had the lowest levels of communication in relationships, a finding that is consistent with prior research with children (Henricsson & Rydell, 2004; Murray & Murray, 2004).”