Pediatrics & Neonatology - Juniper Publishers
Abstract
Keywords: Problem behavior; Student-teacher relationships
Abbreviations: MCS: Millennium Cohort Study; LGC: Latent growth curve; SEM: Structural Equation Modeling
Problem behavior during early childhood is an important antecedent for future developmental maladjustment, which include mental, academic, and economic outcomes in adulthood and beyond [1]. Previous studies demonstrate the stability of problem behaviors throughout development [2,3]. The severity and persistence of negative behavior patterns will most likely grow worse if left untreated, not only affecting childhood outcomes, but deteriorating further to chronic problems such as delinquency, substance abuse, unemployment, higher rates of incarceration, higher risk for a psychiatric disorder, and many other complex problems during adulthood [4]. Positive behavior development is widely agreed to be important for wellbeing and positive life outcomes [5]. Despite such predominance, effective and long-lasting mechanisms to moderate problem behavior that meets the needs of all children have yet to be established. Given that high levels of problem behavior are confirmed antecedents of adverse life outcomes, it is crucial to find moderators that reduce rather than intensify problem behaviors and help children to achieve their full potential. Past research suggests that certain points of critical periods exist for problem behaviors [6], and that recognizing these time points are important to mediate maladjustive pathways. For instance, during critical periods of development, children may be more malleable to different risk and protective [7]. Factors such as difficult temperamental dimensions [8] or prenatal maternal stress [8] are known as strong biological antecedents of individual differences in problem behavior development [9]. Considering the substantial portion of time children spend in school, it was assumed that teachers may serve as an important role in promoting positive behavioral changes. Teachers are able to manage behavior using developmentally appropriate strategies that adhere to children’s different needs [10].
Discussion
This study focused on the mechanisms by which
children’s behavior develops over time, and the potential mediating
pathways that may alter poor behavioral development. In particular, a
possible transactional relationship was explored
between student-teacher relationships and children’s problem
behavior. First, examination of problem behavior trends among
children indicate that on average, children between ages three
and fourteen show linear and negative growth trajectories for
problem behavior. Literature attributes the decreasing trend
during the early childhood years to advances in self-regulation,
perspective-taking, and frustration tolerance capacities developed
with the support of positive interactions with caregivers, teachers,
and other adult figures. Results pertaining to the initial status and
growth rate of problem behavior indicate a significantly negative
association between the initial status and growth rate of problem
behavior. These results indicate that children with higher levels
of problem behavior at onset show steeper drops, while children
with lower levels of problem behavior at onset have more gradual
drops, suggesting the need to find predictors of onset, or launchers
of behavior problems, in order to foster positive behavioral
change. Another important point of consideration is that children
with higher levels of problem behavior, especially those that are
diagnosed to be in the clinical range, tend to receive more attention
for their behavioral difficulties [ 1 1 ] . In turn, these children are
more likely to be identified and intervened, resulting in the steep
drops in problem levels as observed. Conversely, children who
display gradual levels of problem behavior are more likely to be
overlooked, culminating in stable persistence of difficulties over
time. Given that the long-term effects of problem behavior have a
negative impact on many domains of an individual’s life over time,
it is important to direct attention to children who display gradual
levels of problem behavior as well, so that they may receive timely
and appropriate interventions and treatments. Predictors of
onset can be both environmental and individual factors, working
in complex and multidimensional paths to initiate and change
behavior. These predictors of onset that launch behavior problems
are laid down very early in life through dynamic interactions of
genetic, biological, and environmental influences [12]. To illustrate,
onsets can occur as early as prenatally, as maternal stress is
known to affect the fetal brain [8]. Moreover, risks associated with
such early launchers are many times co-occurring and cumulative,
inducing persistence of difficulties over time.
Examining the relationship between student-teacher relationship and problem behavior suggest the presence of transactional effects between the ages of eleven and fourteen, demonstrating that lower problem behavior at age eleven significantly predicted higher quality of student-teacher relationships at age eleven, which then predicted significantly lower problem behavior at age fourteen. These results demonstrate that problem behavior and student teacher relationships reciprocally affect each other, suggesting the importance of searching for ways to foster higher quality studentteacher relationships. Research suggests that goodness-of-fit between the child’s temperamental characteristics [13], teachers’ skills to adhere to such individual differences [14], high-quality feedback [15], and providing positive emotional support [16] are elements that promote such relationships. Many studies also support the importance of relationships with the teacher during early childhood for future achievement and behavioral adjustment [17]. Moreover, based on the knowledge that children’s behavioral patterns influence the quality of interactions between the child and teacher, active supports for children’s prosocial behavior during early childhood are needed as well [18,19].
Conclusion
The findings of this study provide implications for parents, teachers, and practitioners who seek to prevent behavior problems and further difficulties in their children. Further, although it is important to intervene children who are showing severe levels of behavioral problems, the current study findings also show that these children experienced a steep decrease in symptoms, while children experiencing moderate levels of difficulties showed a gradual decrease. Such findings regarding the steady persistence of problem behavior among children who initially had moderate levels of symptoms suggests that these children need attention as well. Results demonstrate that the development of problem behavior can be both intensified and prevented, and that teachers’ relationship with students are reciprocally affected by children’s problem behavior levels. As such, interventions could promote high-quality relationships between children and teachers, if designed with the aim to decrease problem behavior levels and maladjustment pathways.
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