Teacher–Child Relationships from Kindergarten to Sixth Grade: Early Childhood Predictors of Teacher-perceived Conflict and Closeness

This article examined general trends in teacher-reported conflict and closeness among 878 children from kindergarten through sixth grade, and examined early childhood characteristics that predict differences in initial levels and growth of conflict and closeness over time. Results indicated modest stability of teacher-perceived conflict and closeness through sixth grade, with relatively greater stability in perceptions of conflict. Levels of conflict at kindergarten were higher for children who were male, Black, had greater mean hours of childcare, had lower academic achievement scores, and had greater externalizing behavior. Children identified as Black and those with less sensitive mothers were at greater risk for increased conflict with teachers over time. Levels of teacher-reported closeness were lower when children were male, had lower quality home environments, and had lower academic achievement scores. The gap in closeness ratings between males and females increased in the middle elementary school years. Additional analyses were conduced to explore differences in teacher ratings of conflict between Black and White students.     

Teachers' Perceptions of Conflict with Young Students: Looking beyond Problem Behaviors

Teachers' judgments of relational conflict are unique indicators of children's academic and social adjustment. Using a large, hierarchically nested sample of preschoolers (N = 2282) and teachers (N = 597) this study examines the individual and classroom factors associated with teachers' ratings of conflict, both before and after adjusting for problem behaviors ratings. Over half of the variance in teachers' reports of conflict with children was explained by ratings of children's problem behaviors. However, many children had more (or less) conflict than predicted based on teacher‐rated problem behavior. Older children were more likely to have conflictual relationships with teachers than expected based on their level of problem behavior. Furthermore, teachers who reported more depression and lower self‐efficacy and teachers who were observed to provide less emotional support in the classroom tended to report more conflict with students in their classroom than expected based on levels of problem behaviors.     

How schools can do better: fostering stronger connections between teachers and students

Teachers are a centrally important yet often overlooked resource in the lives of youth. Teacher-student relationships, when properly harnessed, may emulate mentoring at its best. This chapter explores the teacher-student relationship and examines ways in which it can be enhanced to the benefit of youth and adults.     

Envy and Pride: How Economic Inequality Deepens Happiness Inequality in South Korea

This paper examines how economic inequality at the local level affects individuals’ subjective well-being (SWB) through social comparison in Seoul, South Korea. We implement a multi-level analysis combining asset inequality, calculated using the actual transaction prices of apartments, and public opinion surveys conducted by Seoul Metropolitan City between 2008 and 2016. Our analysis shows that inequality negatively affects SWB among respondents whose family income is lower than the median (the envy effect), but drives up SWB among the other half (the pride effect). Further analysis on the effect of inequality on subjective class awareness corroborates a social comparison mechanism: the haves embrace an upper-class awareness as local inequality increases, while the have-nots embrace a lower class awareness. These findings suggest that, despite concerns about economic inequality and its negative consequences, calling for policy reform to reduce inequality may be unpersuasive to the better off members of society, especially if doing so increases individual financial burdens.