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

Abstract

The teacher relations and self-perception of children with externalizing (n = 26) and internalizing behavior problems (n = 25) and a nonproblematic group (n = 44) were studied prospectively. The children were assessed with the Rutter CBQ in 1st grade. Classroom observations of teacher-child interactions were performed in 2nd grade. The teacher relationship was assessed with the Pianta STRS and with child self-reports, and self-perception was assessed with a Swedish instrument in 3rd grade. Children with externalizing problems had more conflicts with teachers, as well as more negative attitudes in teacher relationships and a less positive self-perception, than did untroubled children. Children with internalizing problems had more dependent and conflictual teacher relationships than did untroubled children. There was little evidence of moderating effects of social competence on the teacher-child relations of children with behavior problems. Observed conflictual teacher interactions to some extent contributed to negative teacher relationships independently of problem status.