Antisocial Behaviour and Teacher-Student Relationship Quality: The Role of Emotion-Related Abilities and Callous-Unemotional Traits

Wilkinson, Hannah R and Jones Bartoli, Alice. 2020. Antisocial Behaviour and Teacher-Student Relationship Quality: The Role of Emotion-Related Abilities and Callous-Unemotional Traits. British Journal of Educational Psychology, ISSN 0007-0998 [Article] (In Press)

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Abstract or Description

Background: Childhood antisocial behaviour has been associated with poorer teacher-student relationship (TSR) quality. It is also well-established that youth with antisocial behaviour have a range of emotion-related deficits, yet the impact of these students’ emotion-related abilities on the TSR is not understood. Furthermore, the addition of the Limited Prosocial Emotions specifier in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) indicates that understanding the role of callous-unemotional (CU) traits for youth with antisocial behaviour problems is of particular importance.

Aims: The aim of this study was to investigate the association between antisocial behaviour difficulties and the TSR by examining the influence of emotion-related abilities and CU traits.

Sample: Twelve teachers from 10 primary schools provided anonymised information on 108 children aged 6-11 years.

Results: Antisocial behaviour was associated with higher teacher-student conflict (but not closeness) as well as higher emotion lability/negativity and lower emotion understanding/empathy. Emotion lability/negativity was associated with higher teacher-student conflict (but not closeness), and emotion understanding/empathy was associated with lower teacher-student conflict and higher closeness. CU traits was associated with higher teacher-student conflict and lower teacher-student closeness (controlling for antisocial behaviour more broadly). We found no evidence of a moderating effect of CU traits or emotion-related abilities on the association between antisocial behaviour and TSR quality.

Conclusions: Interventions for behaviour difficulties should consider teacher-student relationships in the classroom. Strategies which aim to improve teacher-student closeness as well as reduce teacher-student conflict may be of particular value to students with high CU traits.

Item Type:

Article

Identification Number (DOI):

https://doi.org/10.1111/bjep.12376

Departments, Centres and Research Units:

Psychology > Unit for School and Family Studies

Dates:

DateEvent
15 July 2020Accepted
10 August 2020Published Online

Item ID:

29038

Date Deposited:

15 Jul 2020 11:18

Last Modified:

14 Aug 2020 09:48

Peer Reviewed:

Yes, this version has been peer-reviewed.

URI:

http://research.gold.ac.uk/id/eprint/29038

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