Inhibitory control and teacher-child conflict: Reciprocal associations across the elementary-school years

Daniel Berry

doi:10.1016/j.appdev.2011.10.002

Inhibitory control and teacher-child conflict: Reciprocal associations across the elementary-school years

Daniel Berry

Research output: Contribution to journal › Article › peer-review

34 Scopus citations

Abstract

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.

Original language	English (US)
Pages (from-to)	66-76
Number of pages	11
Journal	Journal of Applied Developmental Psychology
Volume	33
Issue number	1
DOIs	https://doi.org/10.1016/j.appdev.2011.10.002
State	Published - Jan 2012
Externally published	Yes

Bibliographical note

Funding Information:
Chronologically, different stages of this research were supported by the Julius B. Richmond Fellowship granted by Harvard University Center on the Developing Child , a dissertation fellowship granted by the Spencer Foundation , and post-doctoral research support provided by Dr. Clancy Blair (NIH R01 HD051502 and New York University, Institute of Human Development and Social Change ). This research would not have been possible without the work of the NICHD Early Child Care Research Network and research staff, who designed and implemented the overall study or the dedicated children, families, and teachers who participated. I would like to thank Peter Blake, Clancy Blair, Joanna Christodoulou, Kathleen McCartney, Stephanie Jones, Scott Seider, and John Willett for their thoughtful reviews of prior versions of this manuscript.

Keywords

Aggression problems
Attention problems
Inhibitory control
Self-regulation
Teacher-child conflict

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10.1016/j.appdev.2011.10.002

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title = "Inhibitory control and teacher-child conflict: Reciprocal associations across the elementary-school years",

abstract = "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.",

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note = "Funding Information: Chronologically, different stages of this research were supported by the Julius B. Richmond Fellowship granted by Harvard University Center on the Developing Child , a dissertation fellowship granted by the Spencer Foundation , and post-doctoral research support provided by Dr. Clancy Blair (NIH R01 HD051502 and New York University, Institute of Human Development and Social Change ). This research would not have been possible without the work of the NICHD Early Child Care Research Network and research staff, who designed and implemented the overall study or the dedicated children, families, and teachers who participated. I would like to thank Peter Blake, Clancy Blair, Joanna Christodoulou, Kathleen McCartney, Stephanie Jones, Scott Seider, and John Willett for their thoughtful reviews of prior versions of this manuscript.",

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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.

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KW - Self-regulation

KW - Teacher-child conflict

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Inhibitory control and teacher-child conflict: Reciprocal associations across the elementary-school years

Abstract

Bibliographical note

Keywords

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