The role of teacher behavior in children's relational aggression development: A five-wave longitudinal study |
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| Affiliation: | 1. University of Leuven, Tiensestraat 102, 3000 Leuven, Belgium;2. University College Thomas More, Molenstraat 8, 2018 Antwerpen, Belgium;3. University of Leuven, Dekenstraat 2, 3000 Leuven, Belgium;1. Roehampton University, United Kingdom;2. Université du Québec à Montréal, Canada;3. Cégep Régional de Lanaudière à Joliette, Canada;1. University of Utah, United States;2. University of Massachusetts Boston, United States;3. University of California, Riverside, United States;4. Louisiana State University, United States;1. Nebraska Center for Research on Children, Youth, Families and Schools, University of Nebraska-Lincoln, United States;2. University of Missouri-Columbia, United States;3. University of Iowa, United States;1. University of Arizona, United States;2. University of South Florida, United States;3. George Mason University, United States |
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| Abstract: | The present article examined the development of relational aggression in middle childhood and the effects of observed teacher behavior on this development. Relying on social learning theory, we expected that teacher praise would slow down the increase of relational aggression, whereas teacher reprimands would promote the increase of relational aggression. A sample of 570 children (49% boys, Mage = 7 years and 5 months, > 95% Belgian) was followed from second to fourth grade. Teacher praise and reprimands were observed at the beginning of second grade. Child relational aggression was assessed using teacher and peer reports, collected at five points in time: at the beginning and end of the second grade, at the beginning and end of the third grade, and at the end of the fourth grade. Multilevel modeling showed that relational aggression generally increased from second to fourth grade. Moreover, when teachers displayed more praise, students' relational aggression increased at a slower rate; when teachers displayed more reprimands, students' relational aggression increased at a faster rate. Overall, the results stress the importance of supporting teachers to reduce reprimands and increase praise when interacting with children. |
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