Effects of Key2Teach on students’ externalising and social-emotional problem behaviours, mediated by the teacher-student relationship

IF 1.5 Q3 PSYCHOLOGY, EDUCATIONAL EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2020-10-01 DOI:10.1080/13632752.2020.1858259

C. Hoogendijk, N. Tick, J. G. Holland, W. Hofman, S. Severiens, P. Vuijk, A.F.D. van Veen

{"title":"Effects of Key2Teach on students’ externalising and social-emotional problem behaviours, mediated by the teacher-student relationship","authors":"C. Hoogendijk, N. Tick, J. G. Holland, W. Hofman, S. Severiens, P. Vuijk, A.F.D. van Veen","doi":"10.1080/13632752.2020.1858259","DOIUrl":null,"url":null,"abstract":"ABSTRACT Teaching students with externalising problem behaviours is difficult for teachers, as it challenges the relationship that teachers engage in with their students. In this study, effects of Key2Teach on externalising and social-emotional problem behaviours and the mediating role of conflict in the teacher-student relationship were studied using a randomised controlled trial (RCT)-design. In two cohorts, 103 teacher-student dyads and peer-students (n = 1643) were assessed two times during a school year. Fifty-three dyads received the intervention (experimental group), whereas 50 dyads received no intervention (control group). Data were collected on teacher-reported externalising and social-emotional problem behaviours in students, and on teacher-student conflict. For dyad-students, results showed a direct effect of Key2Teach on conduct problems and an indirect effect, via teacher-student conflict, for hyperactivity problems. No effects on social-emotional problems were established. For peer-students, results showed indirect effects on externalising problems and direct effects on social-emotional problems. Implications for practice and future research are discussed.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"35 1","pages":"304 - 320"},"PeriodicalIF":1.5000,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/13632752.2020.1858259","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}

引用次数: 3

Abstract

ABSTRACT Teaching students with externalising problem behaviours is difficult for teachers, as it challenges the relationship that teachers engage in with their students. In this study, effects of Key2Teach on externalising and social-emotional problem behaviours and the mediating role of conflict in the teacher-student relationship were studied using a randomised controlled trial (RCT)-design. In two cohorts, 103 teacher-student dyads and peer-students (n = 1643) were assessed two times during a school year. Fifty-three dyads received the intervention (experimental group), whereas 50 dyads received no intervention (control group). Data were collected on teacher-reported externalising and social-emotional problem behaviours in students, and on teacher-student conflict. For dyad-students, results showed a direct effect of Key2Teach on conduct problems and an indirect effect, via teacher-student conflict, for hyperactivity problems. No effects on social-emotional problems were established. For peer-students, results showed indirect effects on externalising problems and direct effects on social-emotional problems. Implications for practice and future research are discussed.

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

Key2Teach在师生关系中介下对学生外化和社会情绪问题行为的影响

教学外化问题行为的学生对教师来说是困难的，因为它挑战了教师与学生之间的关系。本研究采用随机对照试验(RCT)设计，研究Key2Teach对外化和社会情绪问题行为的影响，以及冲突在师生关系中的中介作用。在两个队列中，103对师生和同侪学生(n = 1643)在一个学年中接受了两次评估。53对接受干预(实验组)，50对不接受干预(对照组)。收集了教师报告的学生的外化和社会情绪问题行为以及师生冲突的数据。对于两对学生，结果显示Key2Teach对行为问题有直接影响，而通过师生冲突对多动问题有间接影响。对社会情绪问题没有影响。对于同辈学生，结果显示对外化问题有间接影响，对社会情绪问题有直接影响。讨论了对实践和未来研究的启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊

EMOTIONAL AND BEHAVIOURAL DIFFICULTIES PSYCHOLOGY, EDUCATIONAL-

CiteScore

1.80

自引率

10.00%

发文量

期刊介绍： The central intention of Emotional & Behavioural Difficulties (EBDs) is to contribute to readers" understanding of social, emotional and behavioural difficulties, and also their knowledge of appropriate ways of preventing and responding to EBDs, in terms of intervention and policy. The journal aims to cater for a wide audience, in response to the diverse nature of the professionals who work with and for children with EBDs.