Teacher support as a moderator between student sixth-grade transition experiences and end-of-year adjustment Public Deposited

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  • March 20, 2019
  • Brunsting, Nelson
    • Affiliation: School of Education
  • Working from a conceptual framework based on an integration of self-determination theory (Deci & Ryan, 1985) and life course theory (Elder & Shanahan, 2006), the current study was conducted to examine the relationships between perceived sixth-grade transition experience, perceived teacher support, and student externalizing and internalizing behavior problems. Data were collected from participants at six schools from the fall and the spring of sixth grade (N = 515; 52.62% female, 46.02% minority, and 45.63% free-/reduced-lunch status). Structural models revealed an interaction effect of perceived teacher support and perceived sixth-grade transition experience on students’ defiance in spring, controlling for student gender, minority status, free-/reduced-lunch status, and fall scores on defiance. However, post hoc analyses of the interaction effect were inconclusive, as a three-factor mixed design ANOVA did not replicate the interaction effect. Teacher support predicted a decrease in student spring defiance, accounting for student gender, minority status, free-reduced-lunch status, fall transition experience, and fall scores on defiance. No significant associations were documented between the independent variables and the internalizing behavior outcome, social anxiety. The findings provide both initial evidence that teacher support influences student defiance and initial but inconclusive evidence of an interaction effect of perceived transition experience and perceived teacher support on sixth grade student defiance.
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Rights statement
  • In Copyright
  • Greene, Jeffrey
  • Cizek, Gregory J.
  • Ware, William
  • Hamm, Jill
  • Norwalk, Kate
  • Doctor of Philosophy
Degree granting institution
  • University of North Carolina at Chapel Hill Graduate School
Graduation year
  • 2016

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