Teachers' Perceptions of Conflict with Young Students: Looking beyond Problem Behaviors

By B. Hamre, Robert C. Pianta, Jason T. Downer, Andrew J. Mashburn. 2007

389 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/aab8407a2a322b88bd38cf42000372aeb7015c8b

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In Clinical Psychology

In Education

Citations in the corpus

Predicting School Adjustment in Early Elementary School: Impact of Teacher‐Child Relationship Quality and Relational Classroom Climate (2009, background): “Likewise, in more emotionally supportive classrooms, dyadic teacher-child relationships were found to be less conflictual (Hamre et al., 2008).”
Teacher Wellbeing: The Importance of Teacher–Student Relationships (2011, positive): “of the most important correlates of teachers’ representations of teacher–student relationships and of the conflict dimension especially (Birch and Ladd 1998; Hamre et al. 2008; Hughes et al. 1999; Spilt and Koomen 2009).”
Relation of teacher self-efficacy and classroom practices: A preliminary investigation (2018, positive): “, Hamre, Pianta, Downer, & Mashburn, 2008; Mashburn, Hamre, Downer, & Pianta, 2006), and interact in ways that enhance students’ behavioral functioning (Hamre et al., 2008; Poulou, 2017).”
Teacher–Child Relationships, Classroom Climate, and Children’s Social-Emotional and Academic Development (2017, methodology): “Previous studies utilizing the 15-item form have found satisfactory internal consistency ranging from .84 to .91 for closeness and ranging from .85 to .94 for conflict (Hamre et al., 2008; Jerome et al., 2009; O’Connor, 2010; O’Connor & McCartney, 2007).”
Examining Ways That a Mindfulness-Based Intervention Reduces Stress in Public School Teachers: a Mixed-Methods Study (2016, background): “In the classroom, for instance, empathy and compassion are instrumental for teachers’ awareness of student expressed and unexpressed academic and social-emotional needs, which often involve needs for safety, care, reassurance, or limit setting (Hamre et al. 2008), and therefore for coping with those”
Preschoolers' Attachment to Mother and Risk for Adjustment Problems in Kindergarten: Can Teachers Make a Difference?. (2011, result): “Consistent with other research (e.g., Buyse, Verschueren, Doumen, Van Damme, & Maes, 2008; Hamre et al., 2008), we can conclude that being in a classroom characterized by warm and sensitive interactions with teachers may help buffer at risk children against less qualitative teacher–child relationshi”