1. Reciprocal Relations Between Student-Teacher Conflict, Children’s Social Skills and Externalizing Behaviour: A three-wave longitudinal study from preschool to third grade. ( Vera Skalicka, Frode Stenseng, and Lars Wichstrom )

2. Student-Teacher Conflict Externalizing BehaviorSocial Skills

3. Children- teacher relations one of the most important sources of children’s development

4. Relations between student-teacher conflict, children’s social skills and externalizing behavior. Previous researches focused only on unidirectional predictors; Student-teacher conflict can lead children to: - form negative internal working models (Pianta, 1999) - develop lower levels of social competence ( Howes, Hamilton, and Matheson, 1994); - engage in inappropriate behavior (Howes, 2000) - teachers to afford less support (O’Connor, Dearing, and Collins, 2011) - provide children with maladaptive strategies ( Silver, Measelle, Armstrong, and Essex, 2005)

5. Social Skills and Externalizing Behavior Social Skills : socially acceptable learned behaviors, enabling effective and positive interaction with others (sharing, helping, giving compliments). Externalizing Behavior : hyperactive, impulsive, aggressive and rule-breaking behavior These two concepts are related and overlap.

6. Gender moderation In addition, previous research has suggested that the effects of student-teacher releationship on children’s development might vary by gender. Because of that researchers aim to examined the moderating effect of gender in this study.

7. Teachers’ and parents’ reports In the present study they utilized both parent and teacher raters in order to provide better understanding of the processes affecting children’s development.

8. Researchers Aimed to examine; (1)- whether social skills and externalizing behavior predict later student-teacher conflict, (2) whether student-teacher conflict predicts later social skills and externalizing behavior, (3) whether externalizing behavior predicts later social skills, (4) whether social skills predict later externalizing behavior, and (5) whether the examined relations differed by genders.

9. M ETHODS Participants The Strengths and Difficulties Questionnaire(SDQ) together with invitation letters, were mailed to parents ( N =3,456) in Norway Longitudinal Study : preschool - first grade – third grade (T1) – (T2) – (T3) ( N =997) - ( N =795) - ( N =699) Almost as many girls as boys participated at T1-T2 and T3 Child-care providers and teachers who knew the child best to respond to the questionnaire.

10. Design and measures Teacher-rated Externalizing Behavior: Teacher Report Form(TRF) - 32 items, e.g: «distrubs others», - now or within the past 2 months - ranging from 0(not true) to 2 (very true) Parent-rated Externalizing Behavior: Child Behaviour Checklist(CBCL) - 25 items for T1, 35 items for T2 and T3, e.g: «argues a lot», - now or within the 6 months - ranging from 0(not true) to 2 (very true)

11. Teacher-rated Social Competence: Social Skills Rating System(SSRS-T) - 30 items consist of three subscales: Cooperation Assertion Self-control - ranging from 0(never) to 3(very often) Parent-rated Social Competence: Social Skills Rating Sysem(SSRS-P) - 40 items consist of four subscales: Cooperation Assertion Self-control Responsibility - ranging from 0(never) to 3(very often)

12. Student-Teacher Relationship: Student-Teacher Relationship Scale(STRS) - 12 items, e.g: «This child and I always seem to be struggling with each other.» - ranging from 1(definitely does not apply) to 5(definitely applies) Covariates: - children’s characteristics ( gender, language ability and temperament) - family level ( maternal education and parental depression) - teacher’s bacground characteristics ( years of teaching experience and teacher education)

13. RESULTS All variables were significantly correlated with each other except for parent-reported social skills at T1 and student-teacher conflict at T3. Externalizing behavior is a stronger predictor of conflicted student- teacher relationship than children’s social skills Student-teacher conflict affected T2 externalizing behavior as well as T3 social skills. Relations between externalizing behavior and social skills were observed in both directions. Effect of teacher-rated externalizing behavior at T2 and the effect of T2 conflict on subsquent conflict with teacher was moderated by gender. Altogether, findings of the present study underscore the prominent role which externalizing behavior plays in forming low quality relationships and social skills deficits.

14. DISCUSSION Bidirectional relations were revealed between student-teacher conflict and teacher-reported children’s social skills from T2 to T3, and between student-teacher conflict and teacher-reported externalizing behavior between T1 and T2. Finding of this study suggest that the effects of children’s characteristics on teacher-child conflict are mainly driven by children’s externalizing behavior, and not by social skills so; findings are consistent with previous research in which children’s antisocial, but not prosocial behavior predicted student-teacher conflict. Since the current measurements were conducted at only three time points, reserchers cannot fully preclude the possibility that social skills might prove an important predictor of student- teacher relationship later on.

15. LIMITATITONS Selective drop-out could have somewhat distorted the results. All measures were assessed through self-reports, however, observed interactions or student reports might yield different results. Unmeasured third variables(teacher self-efficacy, classroom size, classroom environment) could not rule out and could have influenced the results. There is a limited evidence about reciprocal effects between student-teacher closeness and children’s development.

16. Nilay Usta