Papers by Elisabeth Jerome
Social Development, 2009
This article examines general trends in teacher-reported conflict and closeness among 878 childre... more This article examines general trends in teacher-reported conflict and closeness among 878 children from kindergarten through sixth grade, and examines 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. Keywords Teacher-child relationships; elementary; conflict; closeness Teacher-child relationships have emerged as a focus of both theory and research on school adjustment, and have been identified as an important predictor of child outcomes such as social interactions with peers (
21st Century Education: A Reference Handbook 21st century education: A reference handbook, 2008
Personality and Individual Differences, 2005
Relationships between the four categories of sensory processing style (sensitivity, seeking, avoi... more Relationships between the four categories of sensory processing style (sensitivity, seeking, avoidance, and low registration), adult romantic attachment style, and coping style were examined. The following self-report measures were given to 133 participants: the Adolescent/Adult Sensory Profile, the COPE scale, and the Experiences in Close Relationships Scale. Results indicate that sensory sensitivity relates to relationship anxiety (r=.212, p<.05), and this relationship is partially mediated by a coping style of focusing on and venting emotions. Sensory avoidance is related to relationship avoidance (r=.278, p<.05). Low registration correlates with both relationship anxiety (r=.248, p<.05) and relationship avoidance (r=.224, p<.05), and the relationship between low registration and relationship anxiety is partially mediated by a coping style of denial and disengagement. Sensory seeking relates to secure attachment. Results are discussed in terms of how different sensory processing styles may affect our ability to cope and our relationship styles.
Social Development, 2009
This article examined general trends in teacher-reported conflict and closeness among 878 childre... more 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.
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Papers by Elisabeth Jerome