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dc.contributor.authorObsuth, Ingriden
dc.contributor.authorMurray, Ajaen
dc.contributor.authorMalti, Tinaen
dc.contributor.authorSulger, Philippeen
dc.contributor.authorRibeaud, Denisen
dc.contributor.authorEisner, Manuelen
dc.date.accessioned2016-08-01T14:42:25Z
dc.date.available2016-08-01T14:42:25Z
dc.date.issued2016-07-05en
dc.identifier.issn0047-2891
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/256927
dc.description.abstractPrevious research suggests a link between the quality of teacher–student relationships and the students’ behavioral outcomes; however, the observational nature of past studies makes it difficult to attribute a causal role to the quality of these relationships. In the current study, therefore, we used a propensity score analysis approach to evaluate whether students who were matched on their propensity to experience a given level of relationship quality but differed on their actual relationship quality diverged on their concurrent and subsequent problem and prosocial behavior. Student/self, teacher, and parent- (only waves 1–3) reported data from 8 waves of the Zurich Project on the Social Development of Children and Youths (z-proso), a longitudinal study of Swiss youth among a culturally diverse sample of 7- to 15-year-olds were utilized. The initial sample included 1483 (49.4 % female) students for whom information relevant for this study was available. The sample represented families from around 80 different countries, from across all the continents; with approximately 42 % of the female primary caregivers having been born in Switzerland. Following successful matching, we found that students who reported better relationships with their teachers and whose teachers reported better relationships with them evidenced fewer problem behaviors concurrently and up to 4 years later. There was also evidence for an analogous effect in predicting prosocial behavior. The implications of these findings are discussed in relation to prevention and intervention practices.
dc.description.sponsorshipThis study was funded by the Jacobs Foundation (Grant 2010-888), the Swiss National Science Foundation (Grants 100013_116829 & 100014_132124) and the Swiss Federal Office of Public Health (Grant 8.000665). Philippe Sulger received support from the Swiss National Science Foundation (Grant PBZHP1- 141494).
dc.languageEnglishen
dc.language.isoenen
dc.publisherSpringer
dc.rightsAttribution 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectteacher–student relationshipen
dc.subjectproblem behavioren
dc.subjectprosocial behavioren
dc.subjectlongitudinal designen
dc.subjectnon-bipartite matchingen
dc.titleA Non-bipartite Propensity Score Analysis of the Effects of Teacher-student Relationships on Adolescent Problem and Prosocial Behavioren
dc.typeArticle
dc.description.versionThis is the final version of the article. It first appeared from Springer at http://dx.doi.org/10.1007/s10964-016-0534-y.en
prism.publicationDate2016en
prism.publicationNameJournal of Youth and Adolescenceen
dc.identifier.doi10.17863/CAM.860
dcterms.dateAccepted2016-06-22en
rioxxterms.versionofrecord10.1007/s10964-016-0534-yen
rioxxterms.versionVoRen
rioxxterms.licenseref.urihttp://creativecommons.org/licenses/by/4.0/en
rioxxterms.licenseref.startdate2016-07-05en
dc.contributor.orcidMurray, Aja [0000-0002-9068-3188]
dc.contributor.orcidEisner, Manuel [0000-0001-5436-9282]
dc.identifier.eissn1573-6601
rioxxterms.typeJournal Article/Reviewen


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Attribution 4.0 International
Except where otherwise noted, this item's licence is described as Attribution 4.0 International