The purpose of this study was to examine bidirectional relationships between student-teacher conflict and externalizing behavior in elementary school. A national sample of 9,663 kindergarten – third grade students (49% female; 51% White, non-Hispanic, 10% African American, 25% Hispanic, 9% Asian students) from the Early Childhood Longitudinal Study – Kindergarten Cohort of 2010-2011 were included. Using random intercept cross-lagged panel models, results indicated different patterns across sex. For boys, conflict demonstrated positive relationship with later externalizing behavior; whereas, for girls, there was not evidence of any cross-lagged effects. The article concludes with a discussion of the theoretical and practical implications of these findings.

中文翻译：

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学生与老师的冲突还是学生与学校的冲突？探索外化行为与教师冲突之间的双向关系

本研究的目的是探讨小学师生冲突与外化行为之间的双向关系。全国样本包括 9,663 名幼儿园三年级学生（49% 为女性；51% 为白人、非西班牙裔、10% 非裔美国人、25% 西班牙裔、9% 亚裔学生），来自早期儿童纵向研究 - 2010-2011 年幼儿园队列被包括在内。使用随机截距交叉滞后面板模型，结果表明不同性别的模式不同。对于男孩来说，冲突与后来的外化行为呈正相关；而对于女孩来说，没有证据表明存在任何交叉滞后效应。本文最后讨论了这些发现的理论和实践意义。