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Associations between Student-Teacher Bonds and Oppositional Behavior Against Teachers in Adolescence: A Longitudinal Analysis from Ages 11 to 15.

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Speyer, Lydia 
Murray, Aja Louise 
Ribeaud, Denis 
Eisner, Manuel 


Prior research has found evidence for a positive effect of student-teacher bonds on children's behavior. However, little research has investigated these relations following a transactional model of child development. This study investigated the bidirectional associations between student-teacher relationships and oppositional behaviors towards teachers using the 'Zurich Project on the Social Development from Childhood to Adulthood' (n = 1527; median ages 11, 13 and 15; 49% female). Results of a random-intercept cross-lagged panel model suggested that, among boys, positive student-teacher bonds at age 13 were associated with fewer teacher-reported oppositional behaviors two years later. The results indicated that negative interactions with teachers may be part of vicious cycles of poor relationships and increased levels of oppositional behavior, particularly for boys in late adolescence.



Child-teacher relationship, Cross-lagged effect, Oppositional behavior, Student-teacher bond, Adolescent, Child, Female, Humans, Interpersonal Relations, Male, School Teachers, Students, Young Adult

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J Youth Adolesc

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Springer Science and Business Media LLC
Swiss National Science Foundation (69025)
Swiss National Science Foundation (116829)