Student-Teacher Relationships Matter: Moderating Influences between Temperament and Preschool Social Competence.

Griggs, Marissa Swaim; Gagnon, Sandra Glover; Huelsman, Timothy J.; Kidder-Ashley, Pamela; Ballard, Mary

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Title: Student-Teacher Relationships Matter: Moderating Influences between Temperament and Preschool Social Competence

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Title:	Student-Teacher Relationships Matter: Moderating Influences between Temperament and Preschool Social Competence
Authors:	Griggs, Marissa Swaim; Gagnon, Sandra Glover; Huelsman, Timothy J.; Kidder-Ashley, Pamela; Ballard, Mary
Descriptors:	School Psychologists; Conflict; Preschool Children; Personality Traits; Play; Peer Relationship; Child Behavior; Measures (Individuals); Interpersonal Competence; Teaching Methods; Teacher Student Relationship; Gender Differences
Source:	Psychology in the Schools, v46 n6 p553-567 Jul 2009
More Info: Help Peer Reviewed:	Yes
Publisher:	John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Date:	2009-07-00
Pages:	15
Pub Types:	Journal Articles; Reports - Research
Abstract:	Ecological approaches to preschool assessment, which consider both within-child and environmental variables, are considered best practice for school psychologists. This study employs such a model to investigate the interactive influence of child temperament and student-teacher relationship quality on peer play behaviors. Parents of 44 preschool children (25 girls, 19 boys) ranging in age from 40 to 68 months (mean [M] = 53.00) and primarily White (92.9%) provided ratings of their children's temperaments on the Behavioral Style Questionnaire. Their teachers completed the Student-Teacher Relationship Scale and the Penn Interactive Peer Play Scale. Results indicate that (a) student-teacher relationships characterized by low conflict and low dependence are associated with less disruptive peer play, and (b) the association between temperament and disruptive play is attenuated in low conflict student-teacher relationships. Implications for school psychologists include the importance of student-teacher relationships in the context of preschool assessment and intervention planning. (Contains 1 figure and 3 tables.)
Abstractor:	As Provided
Reference Count:	70

Note:	N/A
Identifiers:	Behavioral Style Questionnaire; North Carolina; Tennessee; Student Teacher Relationship Scale
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0033-3085
Audiences:	Counselors
Languages:	English
Education Level:	Preschool Education
Direct Link:	http://www.blackwell-synergy.com/doi/abs/10.1002/pits.20397

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