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http://hdl.handle.net/1942/27761
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DC Field | Value | Language |
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dc.contributor.author | Weyns, Tessa | - |
dc.contributor.author | Colpin, Hilde | - |
dc.contributor.author | Engels, Maaike C. | - |
dc.contributor.author | DOUMEN, Sarah | - |
dc.contributor.author | Verschueren, Karine | - |
dc.date.accessioned | 2019-02-15T14:07:47Z | - |
dc.date.available | 2019-02-15T14:07:47Z | - |
dc.date.issued | 2019 | - |
dc.identifier.citation | Early childhood research quarterly, 47, p. 259-270 | - |
dc.identifier.issn | 0885-2006 | - |
dc.identifier.uri | http://hdl.handle.net/1942/27761 | - |
dc.description.abstract | The present longitudinal study examined the relative contribution of peer acceptance and individual and class-level teacher–child interactions to the development of externalizing and internalizing behaviors in kindergarten. A sample of 237 children (49% boys, Mage = 5.19 years) from 36 classrooms was followed during three waves in kindergarten. Individual and class-level teacher–child interactions were observed, while peer ratings were used to assess peer acceptance, and teacher ratings to assess child behavior. Multilevel modelling showed that children’s aggressive and anxious-fearful behavior was stable over time. Children who had more negative individual interactions with their teachers at the start of kindergarten displayed higher levels of externalizing behavior. Children whose teacher displayed more sensitive interactions at the class-level had lower levels of internalizing problems. Our study underscores the importance of including both individual and class-level teacher–child interactions and including several dimensions of the emotional component of teacher–child interactions in future research. | - |
dc.description.sponsorship | This work was supported by the FWO Research Fund - Flanders (grant numbers 1S13917N, G.0728.14). | - |
dc.language.iso | en | - |
dc.subject.other | School-based interactions; Teacher–child interactions; Peer acceptance; Behavioral development; Kindergarten | - |
dc.title | The relative contribution of peer acceptance and individual and class-level teacher–child interactions to kindergartners’ behavioral development | - |
dc.type | Journal Contribution | - |
dc.identifier.epage | 270 | - |
dc.identifier.spage | 259 | - |
dc.identifier.volume | 47 | - |
local.bibliographicCitation.jcat | A1 | - |
dc.description.notes | Weyns, T (reprint author), Katholieke Univ Leuven, Fac Psychol & Educ Sci, Tiensestr 102, B-3000 Louvain, Belgium. tessa.weyns@kuleuven.be | - |
local.type.refereed | Refereed | - |
local.type.specified | Article | - |
dc.identifier.doi | 10.1016/j.ecresq.2018.12.009 | - |
dc.identifier.isi | 000462105800024 | - |
item.fullcitation | Weyns, Tessa; Colpin, Hilde; Engels, Maaike C.; DOUMEN, Sarah & Verschueren, Karine (2019) The relative contribution of peer acceptance and individual and class-level teacher–child interactions to kindergartners’ behavioral development. In: Early childhood research quarterly, 47, p. 259-270. | - |
item.fulltext | With Fulltext | - |
item.validation | ecoom 2020 | - |
item.contributor | Weyns, Tessa | - |
item.contributor | Colpin, Hilde | - |
item.contributor | Engels, Maaike C. | - |
item.contributor | DOUMEN, Sarah | - |
item.contributor | Verschueren, Karine | - |
item.accessRights | Open Access | - |
crisitem.journal.issn | 0885-2006 | - |
crisitem.journal.eissn | 1873-7706 | - |
Appears in Collections: | Research publications |
Files in This Item:
File | Description | Size | Format | |
---|---|---|---|---|
ArtikelECRQ.pdf Restricted Access | Published version | 477.12 kB | Adobe PDF | View/Open Request a copy |
ManuscriptWeynsetal.pdf | Peer-reviewed author version | 736.38 kB | Adobe PDF | View/Open |
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