Conflictual relationships between kindergarten children and their teachers: Associations with child and classroom context variables

By P. Mantzicopoulos. 2005

204 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/a06b6b7ce0c5d3778fc9d65ca29b2df5de486b35

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In Clinical Psychology

In Education

Citations in the corpus

Relationships Between Teachers and Preschoolers Who Are At Risk: Contribution of Children's Language Skills, Temperamentally Based Attributes, and Gender (2008, background): “…spent in the classroom (particularly for younger children in center-based care; see Goossens & van IJzendoorn, 1990), school relational climate (Mantzicopoulos, 2005), teacher years of experience (Stuhlman & Pianta, 2002), teacher race (Kesner, 2000), teacher attachment history (Kesner, 2000),…”
Social and Emotional Learning and Teacher–Student Relationships: Preschool Teachers’ and Students’ Perceptions (2016, background): “Mantzicopoulos (2005) specifically concluded that kindergarten students’ reports of teacher–student relational conflict are related to the relational climate in the classroom.”
Banking Time in Head Start: Early Efficacy of an Intervention Designed to Promote Supportive Teacher–Child Relationships (2010, background): “Teacher–child conflict has been shown to be related to problem behaviors, teachers’ perceptions of workload stress, classroom instructional practices, and classroom relational climate (Mantzicopoulos, 2005).”
The Teacher-Student Relationship as a Developmental Context for Children with Internalizing or Externalizing Behavior Problems. (2008, background): “Conflict with teachers is a robust predictor of children’s success (Hamre & Pianta, 2001; Mantzicopoulos, 2005) and may be one mechanism through which school adaptation is affected.”
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).”
Patterns of Young Children's Motivation for Science and Teacher-Child Relationships (2008, background): “... converging evidence that aspects of teacher–child relationships are associated with a range of early school adjustment indicators, including academic skills, academic risk (e.g., grade retention), frustration tolerance, work habits, social skills and prosocial behaviors, emotional positivity, be”
Understanding the Role of Teacher Appraisals in Shaping the Dynamics of their Relationships with Students: Deconstructing Teachers’ Judgments of Disruptive Behavior/Students (2009, background): “Findings suggest students’ and teachers’ perceptions of emotional negativity and relationship conflict is a consistent predictor of poor academic achievement (Baker et al. 2008; Mantzicopoulos 2005 ).”
Preschoolers' Attachment to Mother and Risk for Adjustment Problems in Kindergarten: Can Teachers Make a Difference?. (2011, result): “Others, examining similar effects in kindergarten, came to the same conclusion as we did (e.g., Hamre & Pianta, 2005; Mantzicopoulos, 2005).”
Predicting School Adjustment in Early Elementary School: Impact of Teacher‐Child Relationship Quality and Relational Classroom Climate (2009, methodology): “…places an extra burden or stress on teachers, which can result in teachers behav- PREDICTING SCHOOL ADJUSTMENT 121 ing more negatively with children, with associated consequences for children’s adjustment (e.g., Mantzicopoulos, 2005; Pianta et al., 2003; Rimm-Kaufman, Pianta, & Cox, 2000).”
Understanding and Improving Classroom Emotional Climate and Behavior Management in the “Real World”: The Role of Head Start Teachers' Psychosocial Stressors (2010, background): “Yet we know little about the prevalence of work stressors, especially among preschool teachers in low-income communities.”
Quality in Kindergarten Classrooms: Observational Evidence for the Need to Increase Children's Learning Opportunities in Early Education Classrooms (2009, background): “As kindergarten teachers with depressive symptoms respond to these demands, they may become more didactic, using rote learning and recall rather than individualizing for children and their abilities (Mantzicopoulos, 2005).”