%0 Journal Article
%T Cross
%A Anna-Maija Poikkeus
%A Bridget K. Hamre
%A Eija Pakarinen
%A Gintautas Silinskas
%A Jari-Erik Nurmi
%A Marja-Kristiina Lerkkanen
%A Riitta-Leena Mets£¿pelto
%J The Journal of Early Adolescence
%@ 1552-5449
%D 2018
%R 10.1177/0272431617714328
%X This study investigated the cross-lagged associations between teacher-student relationships and problem behaviors in a sample of 440 Finnish students (half of them identified as being at risk of reading difficulties). The degree to which these associations were moderated by a child¡¯s gender, academic performance, risk for reading difficulties, parental education, and having the same teacher over 2 years was examined. The teachers evaluated the students¡¯ problem behaviors and reported closeness and conflict with a particular student. The results showed that the higher the students scored on externalizing problems in Grade 4, the more conflict teachers reported 2 years later. Moderator analyses revealed that internalizing problems predicted higher levels of closeness for boys only. Conflict predicted internalizing problems among students who had the same teacher across the 2 years. The results emphasize the importance of investigating the transactional links in different subgroups
%K teacher-student relationships
%K externalizing problems
%K internalizing problems
%K primary school
%K middle childhood
%K moderator effects
%U https://journals.sagepub.com/doi/full/10.1177/0272431617714328