Evelien Buyse

Classroom problem behavior and teacher-child relationships in kindergarten: the moderating role of classroom climate.

Young children with problem behavior in the classroom are at risk for developing more conflictual and less close relationships with their teachers. Two studies in kindergarten (N=3798; N=237) shed light on some aspects of classroom climate that can moderate this risk for relational problems. Results showed problematic classroom compositions, in terms of high average levels of internalizing or externalizing behavior, to exacerbate the risk for teachers to form more conflictual relationships with children showing externalizing behavior. Additionally, observed emotional support of teachers was found to be protective for the relational functioning of children at risk due to maladjusted behavior. Specifically, with emotionally supportive teachers, children who expose internalizing or externalizing behavior are no longer at risk for developing less close or more conflictual relationships with their teachers respectively. Practical implications and limitations of the studies are reported and suggestions are made for future research.

Reciprocal Relations Between Teacher–Child Conflict and Aggressive Behavior in Kindergarten: A Three-Wave Longitudinal Study

In recent developmental theorizing, it has been hypothesized that teacher–child conflict and childrens externalizing behavior affect one another reciprocally over time. However, the relation between teacher–child conflict and externalizing behavior has been mainly studied from a unidirectional point of view. Therefore, this study aimed to test the hypothesis of bidirectionality by means of a cross-lagged longitudinal design with kindergarten teacher reports on core variables at 3 measurement occasions in 1 year. Structural equation modeling with data of 148 kindergartners provided evidence for the hypothesis of bidirectionality. Specifically, results supported a transactional sequence in which childrens aggressive behavior at the beginning of kindergarten led to increases in teacher–child conflict midyear, which in turn led to an increase of aggressive behavior at the end of the kindergarten school year.

Predicting School Adjustment in Early Elementary School: Impact of Teacher-Child Relationship Quality and Relational Classroom Climate.

This longitudinal study evaluated the impact of dyadic and classroom‐level teacher‐child relationship quality in first grade on childrens psychosocial and academic adjustment in first (N = 3,784), second (N = 3,666), and third (N = 3,582) grade, controlling for several child features, namely, child demographics and childrens initial levels of adjustment in kindergarten. Results of multilevel hierarchical regression analyses showed that first‐grade dyadic relationship variables (i.e., teacher‐child conflict and closeness) as well as classroom relational climate variables (i.e., the average level of teacher‐child conflict and closeness in the classroom) were associated with childrens psychosocial adjustment in the first years of primary school. Associations between first‐grade dyadic relationship quality and classroom relational climate, on the one hand, and academic achievement on the other, however, were negligible.

Teacher and observer views on student-teacher relationships: convergence across kindergarten and relations with student engagement

Most studies regarding the role of teacher-child relationships for childrens early school adjustment use only teacher ratings of relationship quality. The current study examines (a) the agreement between teacher and observer ratings, (b) whether similar patterns of relations with behavioral engagement are obtained across informants, and (c) which informant matters the most in the prediction of engagement. Teacher and observer ratings of teacher-child closeness, conflict, and dependency were gathered for a sample of 148 kindergartners and their teachers at three measurement occasions. Teacher and observer reports converged to a moderate degree but only when considering multiple occasions and ruling out occasion-specific variance. Although some relations with behavioral engagement were similar, only teacher ratings had unique, added value in this prediction.

Relationships with mother, teacher, and peers: unique and joint effects on young children's self-concept

This study tested the unique and joint effects of three significant relationships in young childrens social lives, namely their relationships with mother, teacher, and peers, on three dimensions of self-concept (general, academic, and social). A sample of 113 children participated. Mother–child attachment quality was observed in preschool. In first grade, teacher ratings of teacher–child relationship quality, peer ratings of peer acceptance, and child reports of self-concept were administered. The results revealed domain-specific links between social relationships and self-concept dimensions. Specifically, academic self-concept related to teacher–child relationship quality, social self-concept to peer acceptance, and general self-concept to the quality of attachment to mother. Moreover, an indirect effect was revealed of earlier mother–child attachment quality on the academic dimension of self through its effect on current adult–child relationships in school. This way, the study uncovered the pathways through which significant social relationships shape the formation of young childrens self-concept.

Well-being and relationship satisfaction of couples dealing with an in vitro fertilization/ intracytoplasmic sperm injection procedure : a multilevel approach on the role of self-criticism, dependency, and romantic attachment

OBJECTIVE To extend existing research on the psychological impact of IVF by studying the association between the psychosocial factors of self-criticism and dependency, and romantic attachment, with the well-being and relationship satisfaction of couples across the different phases of IVF/intracytoplasmic sperm injection (ICSI) treatment. DESIGN Prospective, three-wave study (i.e., from start of IVF/ICSI treatment, to 3- and 6-month follow-up). SETTING University hospital. PATIENT(S) Seventy couples in IVF/ICSI treatment. INTERVENTION(S) Psychometric tests were administered at first visit of IVF/ICSI treatment, and at 3- and 6-month follow-up. MAIN OUTCOME MEASURE(S) Psychological well-being, relationship satisfaction. RESULT(S) Results demonstrated that preexisting psychosocial factors such as self-criticism, dependency, and romantic attachment are more important factors for psychological well-being and relationship satisfaction during IVF/ICSI than gender and treatment-related factors such as duration of fertility problems. In addition, multilevel analysis, a statistical method that is required for the analysis of longitudinal couple data and decomposes variation in three levels (i.e., time, individuals, and couples), showed more variation in psychological well-being and relationship satisfaction between couples, than between individuals and different time measurements. CONCLUSION(S) Preexisting personality factors and being embedded within a certain couple relationship are important factors for the psychological well-being and relationship satisfaction during IVF/ICSI.

Children's Aggressive Behaviour and Teacher-Child Conflict in Kindergarten: Is Teacher Perceived Control over Child Behaviour a Mediating Variable?

BACKGROUND Research repeatedly showed young childrens aggressive behaviour to predict relationship difficulties with the teacher. AIMS To examine a possible mediating variable in this process and in the stability of relationship difficulties across the school year, namely teacher perceived control over child behaviour. SAMPLE The sample consisted of 139 Belgian kindergartners and their teachers. METHOD Data were collected throughout kindergarten at three measurement occasions: childrens aggressive behaviour was measured by means of a peer nomination procedure during the first trimester, teacher perceived control over child behaviour was assessed by means of a teacher questionnaire during the second trimester, and teacher-child conflict was measured by means of a teacher questionnaire during the first and third trimesters. Correlations among all study variables were calculated and different models were estimated and compared by means of structural equation modelling. RESULTS Teacher perceived control completely mediated the relationship between aggressive behaviour and teacher-child conflict (after controlling for the concurrent association between aggressive behaviour and conflict, and the stability of conflict). In addition, teacher perceived control accounted for part of the stability in conflict across the school year. CONCLUSIONS Teacher perceived control over child behaviour has been found to act as a mediating mechanism between child aggressive behaviour and teacher-child conflict at the beginning of kindergarten and teacher-child conflict at the end of the year.

Understanding the Physical World: Teacher and Pupil Attitudes Towards Science and Technology

In this study, an intervention was set up aimed at improving both teachers’ attitudes and competences in relation to science and technology, and teaching these subjects. The present report focuses specifically on teacher attitudes and how these evolve throughout the school year. A pre- and posttest design was used to evaluate teacher attitudes in relation to science and technology (and teaching these subjects) before and after the intervention trajectory. Additionally, children’s attitudes were investigated to explore the relations between teachers’ attitudes (and how these evolve) on the one hand, and (changes in) their pupils’ attitudes on the other. At last, we explored the intervention inputs for critical tools/aids to change attitudes.

De ontwikkeling en validering van een cognitieve-vaardighedentest voor volwassen anderstaligen

In een proefgroep van 262 respondenten werd een aantal psychometrische kwaliteiten van de Covaar ii geëvalueerd. De Covaar ii is een cognitieve-vaardighedentest, bedoeld voor afname bij volwassen anderstaligen. De test werd ontwikkeld als hulpmiddel bij het bepalen van een geschikt onderwijstraject voor volwassen anderstaligen die zich aandienen voor een cursus ‘Nederlands als tweede taal’ (nt2). Uit de resultaten bleek dat deze test voldoende betrouwbaar is, en meer bepaald voldoende intern consistent. Er werd ook evidentie gevonden voor de begrips- en criteriumvaliditeit. Er werd bovendien geen effect vastgesteld van kennis van het Nederlands op de Covaar ii-scores. Het instrument blijkt vooral geschikt voor afname bij lager-opgeleiden.