TY - JOUR
T1 - Inhibitory control and teacher-child conflict
T2 - Reciprocal associations across the elementary-school years
AU - Berry, Daniel
PY - 2012/1/1
Y1 - 2012/1/1
N2 - In the present study, longitudinal data from the NICHD Study of Early Child Care and Youth Development were used to test a theoretical model in which one aspect of children's self-regulation skills - their inhibitory-control abilities - were hypothesized to show reciprocal relations with their levels of teach of teacher-child across the elementary-school years. The findings were largely consistent with the hypothesized model. Across multiple points in elementary school, lower levels of inhibitory control were associated with higher subsequent levels of teacher-child conflict. In turn, higher levels of teacher-child conflict were associated with lower subsequent levels of inhibitory control. Some evidence suggested that the magnitude of this latter relation was particularly strong for girls in the later elementary-school years. Direct relations between inhibitory control and teacher-child conflict were partially mediated by children's inattention and aggression problems. Potential implications for theory and practice are discussed.
AB - In the present study, longitudinal data from the NICHD Study of Early Child Care and Youth Development were used to test a theoretical model in which one aspect of children's self-regulation skills - their inhibitory-control abilities - were hypothesized to show reciprocal relations with their levels of teach of teacher-child across the elementary-school years. The findings were largely consistent with the hypothesized model. Across multiple points in elementary school, lower levels of inhibitory control were associated with higher subsequent levels of teacher-child conflict. In turn, higher levels of teacher-child conflict were associated with lower subsequent levels of inhibitory control. Some evidence suggested that the magnitude of this latter relation was particularly strong for girls in the later elementary-school years. Direct relations between inhibitory control and teacher-child conflict were partially mediated by children's inattention and aggression problems. Potential implications for theory and practice are discussed.
KW - Aggression problems
KW - Attention problems
KW - Inhibitory control
KW - Self-regulation
KW - Teacher-child conflict
UR - http://www.scopus.com/inward/record.url?scp=84855881896&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84855881896&partnerID=8YFLogxK
U2 - 10.1016/j.appdev.2011.10.002
DO - 10.1016/j.appdev.2011.10.002
M3 - Article
AN - SCOPUS:84855881896
VL - 33
SP - 66
EP - 76
JO - Journal of Applied Developmental Psychology
JF - Journal of Applied Developmental Psychology
SN - 0193-3973
IS - 1
ER -