Document Detail

Interpersonal behaviors and complementarity in interactions between teachers and kindergartners with a variety of externalizing and internalizing behaviors.
MedLine Citation:
PMID:  23375178     Owner:  NLM     Status:  In-Data-Review    
The present study investigated whether the complementarity principle (mutual interactive behaviors are opposite on control and similar on affiliation) applies to teacher-child interactions within the kindergarten classroom. Furthermore, it was examined whether interactive behaviors and complementarity depended on children's externalizing and internalizing behaviors, interaction time, and interaction frequency. A total of 48 teachers and 179 selected kindergartners with a variety of externalizing and internalizing behaviors were observed in a small group task setting in the natural ecology of the classroom. Teachers' and children's interactive behaviors were rated by independent observers. Teachers reported about children's externalizing and internalizing behaviors. Multilevel analyses indicated that both teachers and children reacted complementarily on the control dimension but not on the affiliation dimension. Teachers showed more control and more affiliation toward children with higher levels of internalizing behavior. In addition, teachers displayed less affiliation toward children with higher levels of externalizing behavior, whereas those children did not show less affiliation themselves. Teachers' and children's complementarity tendencies on control were weaker if children had higher levels of externalizing behavior.
Debora L Roorda; Helma M Y Koomen; Jantine L Spilt; Jochem T Thijs; Frans J Oort
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Publication Detail:
Type:  Journal Article     Date:  2013-01-04
Journal Detail:
Title:  Journal of school psychology     Volume:  51     ISSN:  1873-3506     ISO Abbreviation:  J Sch Psychol     Publication Date:  2013 Feb 
Date Detail:
Created Date:  2013-02-04     Completed Date:  -     Revised Date:  -    
Medline Journal Info:
Nlm Unique ID:  0050303     Medline TA:  J Sch Psychol     Country:  United States    
Other Details:
Languages:  eng     Pagination:  143-58     Citation Subset:  IM    
Copyright Information:
Copyright © 2012 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
Research Institute of Child Development and Education, University of Amsterdam, P.O. Box 94208, NL-1090 GE Amsterdam, The Netherlands. Electronic address:
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