Associations between Student-Teacher Bonds and Oppositional Behavior Against Teachers in Adolescence: A Longitudinal Analysis from Ages 11 to 15.

Sara Valdebenito, Lydia Speyer, Aja Louise Murray, Denis Ribeaud, Manuel Eisner

Abstract read

In one paragraph

Article in Journal of youth and adolescence, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it

0cells of the map it votes in

1citing papers in PubMed

–field-weighted citation impact

1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

Teacher-Student Relationships and Coping Styles in Chinese Children: The Chain Mediating Role of Peer Relationships and PsychologicalBehavioral sciences (Basel, Switzerland) · 2024
Article

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

5 authors.

Sara ValdebenitoInstitute of Criminology, University of Cambridge, Cambridge, UK. sv331@cam.ac.uk.ORCID http://orcid.org/0000-0001-9361-9379

Lydia SpeyerDepartment of Psychology, University of Cambridge, Cambridge, UK.

Aja Louise MurrayDepartment of Psychology, University of Edinburgh, Edinburgh, UK.

Denis RibeaudJacobs Center for Productive Youth Development, University of Zurich, Zurich, Switzerland.

Manuel EisnerInstitute of Criminology, University of Cambridge, Cambridge, UK.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Prior research has found evidence for a positive effect of student-teacher bonds on children's behavior. However, little research has investigated these relations following a transactional model of child development. This study investigated the bidirectional associations between student-teacher relationships and oppositional behaviors towards teachers using the 'Zurich Project on the Social Development from Childhood to Adulthood' (n = 1527; median ages 11, 13 and 15; 49% female). Results of a random-intercept cross-lagged panel model suggested that, among boys, positive student-teacher bonds at age 13 were associated with fewer teacher-reported oppositional behaviors two years later. The results indicated that negative interactions with teachers may be part of vicious cycles of poor relationships and increased levels of oppositional behavior, particularly for boys in late adolescence.

Indexed as

Interpersonal RelationsSchool TeachersAdolescentChildFemaleHumansMaleStudentsYoung AdultChild-teacher relationshipCross-lagged effectOppositional behaviorStudent-teacher bond

Identifiers

PMID35764714

DOI10.1007/s10964-022-01645-x

PMCPMC9363334

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.