Problem behaviors at the classroom-level and teacher-child interaction quality in Head Start programs: Moderation by age composition.

Autor: Rojas NM; Department of Population Health, New York University School of Medicine, USA. Electronic address: nmr254@nyu.edu., Abenavoli RM; Department of Applied Psychology, New York University, USA.
Jazyk: angličtina
Zdroj: Journal of school psychology [J Sch Psychol] 2023 Aug; Vol. 99, pp. 101225. Date of Electronic Publication: 2023 Jul 10.
DOI: 10.1016/j.jsp.2023.101225
Abstrakt: This study explored the link between classroom-level problem behaviors and teacher-child interaction quality in 307 Head Start preschool classrooms. The moderating role of the classroom's age composition (e.g., 3- and 4-year-olds versus 4-year-olds only) also was examined. Using a dataset of 852 3-year-old children and 1114 4-year-old children, classroom-level problem behaviors were operationalized using teacher reports of children's problem behaviors. Results indicated that classroom-level problem behaviors, specifically oppositional/aggressive and internalizing behavior, were associated with lower teacher-child interaction quality (i.e., emotional support, classroom organization, and instructional support). In contrast, classroom-level hyperactivity was only negatively related to classroom instructional support. Moderation results indicated that high-levels of classroom-level activity were related to lower-levels of teacher-child interaction quality, but for 4-year-old only classrooms. The results of this study have implications for practice and policy.
(Copyright © 2023 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.)
Databáze: MEDLINE
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