Verbal Abuse by the Teacher during Childhood and Academic, Behavioral, and Emotional Adjustment in Young Adulthood

Autor/inn/en	Brendgen, Mara; Wanner, Brigitte; Vitaro, Frank; Bukowski, William M.; Tremblay, Richard E.
Titel	Verbal Abuse by the Teacher during Childhood and Academic, Behavioral, and Emotional Adjustment in Young Adulthood
Quelle	In: Journal of Educational Psychology, 99 (2007) 1, S.26-38 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
Schlagwörter	Peer Groups; Probability; Females; Emotional Adjustment; Emotional Problems; Children; Behavior Problems; Child Abuse; Verbal Communication; Student Adjustment; Social Adjustment; Teacher Student Relationship; Young Adults; Predictor Variables; High School Graduates; Self Concept; Gender Differences; Anxiety; Antisocial Behavior; Academic Achievement + Suchen Sie Ihr Suchwort? Gleichaltrigengruppe; Peer Group; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Weibliches Geschlecht; Emotionale Anpassung; Child; Kind; Kinder; Abuse of children; Abuse; Children; Kindesmissbrauch; Missbrauch; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Soziale Anpassung; Teacher student relationships; Lehrer-Schüler-Beziehung; Young adult; Junger Erwachsener; Prädiktor; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Selbstkonzept; Geschlechterkonflikt; Angst; Schulleistung
Abstract	Using a prospective design spanning 17 years, the authors studied in a sample of 231 boys and girls the predictive links of verbal abuse by the teacher during childhood to high-school graduation and behavioral and emotional problems in young adulthood, as well as the putative mediating role of individuals' generalized and domain-specific self-concept in this context. Results show that verbal abuse by the teacher during childhood was positively related to behavior problems and (for girls) a low probability of having obtained a high school diploma by age 23 years, even when controlling for childhood levels of antisociality, anxiety, school performance, and social preference in the peer group. No conclusive evidence was found for a mediation effect of children's general or domain-specific self-concept, however. Theoretical and practical implications of these findings are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10