This study examined the joint effects of the quality of teacher-student
relationship support (TSRS) and normative levels of classroom aggression on individual
aggression in a sample of 687 second-grade children who entered first grade with
relatively low reading readiness skills. Using a prospective design, the present study
explored the joint effects of teacher-rated TSRS and normative classroom aggression on
both teacher- and peer-rated aggression, controlling for levels of baseline aggression.
The study also examined the effect of peer-rated TSRS on teacher- and peer-rated
aggression. Furthermore, ethnic and sex differences on study variables and on their
relationships were examined. Boys were rated by teachers and peers as having higher
aggression levels and lower Time 1 and Time 2 TSRS than girls. African American
students were rated by teachers and peers as having higher Time 1 and Time 2
aggression levels. African American students were rated by teachers as having lower
Time 1 and Time 2 TSRS than Hispanic and White students. Hispanic students had
higher peer-rated TSRS than African American students at Time 1. Furthermore, African American and Hispanic students were more likely to be placed in higher
aggressive classrooms than were White students. Regression analyses found that, after
controlling for baseline aggression, teacher-rated TSRS predicted peer- and teacher-rated
aggression. However, neither normative classroom aggression nor the interaction of
normative classroom aggression with teacher-rated or peer-rated TSRS predicted
teacher-rated aggression. Peer-rated TSRS did not predict teacher-rated or peer-rated
aggression. There was no evidence ethnicity moderated the relationships between TSRS
and aggression. Study limitations and implications for intervention are also discussed.
| Identifer | oai:union.ndltd.org:tamu.edu/oai:repository.tamu.edu:1969.1/86063 |
| Date | 10 October 2008 |
| Creators | Kuhns, Clarissa Ivette |
| Contributors | Hughes, Jan H. |
| Publisher | Texas A&M University |
| Source Sets | Texas A and M University |
| Language | en_US |
| Detected Language | English |
| Type | Book, Thesis, Electronic Dissertation, text |
| Format | electronic, born digital |
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