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Leerkrachtkindinteractie: het verband met externaliserend en internaliserend gedrag

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Kind & Adolescent

Samenvatting

In deze studie werd onderzocht of het interactieve gedrag van leerkrachten en kinderen verband houdt met de mate van externaliserend en internaliserend gedrag van kinderen. In totaal werden 48 leerkrachten en 179 kleuters geobserveerd in een kleine groepssetting in het klaslokaal. Onafhankelijke beoordelaars scoorden het interactieve gedrag van leerkrachten en kinderen (controle en affiliatie). Leerkrachten rapporteerden op de Behavior Questionnaire for Two- to Six-Year-Olds-Modified over externaliserend en internaliserend gedrag. Uit de multilevel regressieanalyses bleek dat leerkrachten zowel controlerender als vriendelijker waren naar kinderen met internaliserend gedrag, terwijl deze kinderen zelf minder initiatief en minder vriendelijkheid vertoonden naar de leerkracht. Leerkrachten waren minder vriendelijk naar kinderen met externaliserend gedrag, terwijl deze kinderen zelf niet minder vriendelijk waren dan andere kinderen. Leerkracht-kindinteracties kunnen verbeteren, indien leerkrachten minder controlerend zijn naar internaliserende kinderen en warmer en vriendelijker naar externaliserende kinderen.

Summary

In the present study, we investigated whether teachers’ and children’s interactive behaviors are associated with children’s levels of externalizing and internalizing behavior. A total of 48 teachers and 179 kindergartners were observed in small group settings in the classroom. Independent observers rated teachers’ and children’s interactive behaviors (control and affiliation). Teachers reported about children’s externalizing and internalizing behaviors on the Behavior Questionnaire for Two- to Six-Year-Olds-Modified. Multilevel regression analyses indicated that teachers were more dominant and friendly toward children with higher levels of internalizing behavior, whereas these children themselves displayed less initiative and less friendliness toward the teacher. Teachers displayed less friendliness toward children with higher levels of externalizing behavior, whereas these children themselves did not display less friendliness than other children. To improve teacher-child interactions, teachers should be less controlling toward internalizing children and more warm and friendly toward externalizing children.

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Correspondence to Debora L. Roorda.

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Dit is een Nederlandse bewerking van het oorspronkelijke artikel: Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., Thijs, J. T., & Oort, F. J. (2013). Interpersonal behaviors and complementarity in interactions between teachers and kindergartners with a variety of externalizing and internalizing behaviors. Journal of School Psychology, 51, 143–158. Dit onderzoek werd mede mogelijk gemaakt door een subsidie (nummer: 411–03-011) van de Nederlandse Organisatie voor Wetenschappelijk Onderzoek toegekend aan dr. Helma Koomen en de FMG-UvA Research Priority Grant voor Affect Regulatie.

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Roorda, D., Koomen, H., Spilt, J. et al. Leerkrachtkindinteractie: het verband met externaliserend en internaliserend gedrag. KIND ADOLESC. 35, 239–254 (2014). https://doi.org/10.1007/s12453-014-0061-0

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  • DOI: https://doi.org/10.1007/s12453-014-0061-0

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