Relationships with mother, teacher, and peers: unique and joint effects on young children's self-concept.

This study tested the unique and joint effects of three significant relationships in young children's social lives, namely their relationships with mother, teacher, and peers, on three dimensions of self-concept (general, academic, and social). A sample of 113 children participated. Mother-child attachment quality was observed in preschool.

Teacher and observer views on student-teacher relationships: convergence across kindergarten and relations with student engagement.

Most studies regarding the role of teacher-child relationships for children's early school adjustment use only teacher ratings of relationship quality. The current study examines (a) the agreement between teacher and observer ratings, (b) whether similar patterns of relations with behavioral engagement are obtained across informants, and (c) which informant matters the most in the prediction of engagement. Teacher and observer ratings of teacher-child closeness, conflict, and dependency were gathered for a sample of 148 kindergartners and their teachers at three measurement occasions.

Children's aggressive behaviour and teacher-child conflict in kindergarten: is teacher perceived control over child behaviour a mediating variable?

Background: Research repeatedly showed young children's aggressive behaviour to predict relationship difficulties with the teacher.

Aims: To examine a possible mediating variable in this process and in the stability of relationship difficulties across the school year, namely teacher perceived control over child behaviour.

Sample: The sample consisted of 139 Belgian kindergartners and their teachers.

Classroom problem behavior and teacher-child relationships in kindergarten: the moderating role of classroom climate.

Young children with problem behavior in the classroom are at risk for developing more conflictual and less close relationships with their teachers. Two studies in kindergarten (N=3798; N=237) shed light on some aspects of classroom climate that can moderate this risk for relational problems. Results showed problematic classroom compositions, in terms of high average levels of internalizing or externalizing behavior, to exacerbate the risk for teachers to form more conflictual relationships with children showing externalizing behavior.

Reciprocal relations between teacher-child conflict and aggressive behavior in kindergarten: a three-wave longitudinal study.

In recent developmental theorizing, it has been hypothesized that teacher-child conflict and children's externalizing behavior affect one another reciprocally over time. However, the relation between teacher-child conflict and externalizing behavior has been mainly studied from a unidirectional point of view. Therefore, this study aimed to test the hypothesis of bidirectionality by means of a cross-lagged longitudinal design with kindergarten teacher reports on core variables at 3 measurement occasions in 1 year.

Well-being and relationship satisfaction of couples dealing with an in vitro fertilization/ intracytoplasmic sperm injection procedure: a multilevel approach on the role of self-criticism, dependency, and romantic attachment.

Objective: To extend existing research on the psychological impact of IVF by studying the association between the psychosocial factors of self-criticism and dependency, and romantic attachment, with the well-being and relationship satisfaction of couples across the different phases of IVF/intracytoplasmic sperm injection (ICSI) treatment.

Design: Prospective, three-wave study (i.e.