Bidirectional Associations between Behavior Problems and Teacher-Child Relationship Quality in Chinese American Immigrant Children

TL;DRAbstract

This study examined the prospective associations between behavior problems and teacher-child relationship quality (TCRQ) in a socio-economically diverse sample of Chinese American first- and second-grade children in immigrant families (N = 258). Externalizing and internalizing problems were assessed using parents' and teachers' ratings. Teachers completed a questionnaire measuring TCRQ dimensions of Warmth and Conflict and children completed a questionnaire measuring Closeness. Path analyses were conducted to examine the bidirectional associations between behavior problems and TCRQ, controlling for baseline levels and demographic characteristics. Results indicated that teacher-rated externalizing problems negatively predicted child-rated Closeness, teacher-rated internalizing problems negatively predicted teacher-rated Conflict, and parent-rated internalizing problems negatively predicted teacher-rated Warmth. Although teacher-rated TCRQ did not significantly predict teacher-rated beha

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