Disrupting the Link between Corporal Punishment Exposure and Adolescent Aggression: The Role of Teacher-Child Relationships.

Neaverson, Aimee ORCID logoORCID: https://orcid.org/0000-0001-9991-2517, Murray, Aja L., Ribeaud, Denis and Eisner, Manuel (2022) Disrupting the Link between Corporal Punishment Exposure and Adolescent Aggression: The Role of Teacher-Child Relationships. Journal of Youth and Adolescence. ISSN 1573-6601

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Official URL: https://doi.org/10.1007/s10964-022-01666-6

Abstract

Previous research has identified harsh parenting practices, such as corporal punishment, as a predictor of adolescent behavior problems such as increased aggression. However, not all children who experience childhood corporal punishment develop increased aggression, making the illumination of factors moderating this link an important question for informing prevention. In the current study, an autoregressive cross-lagged panel model was used to examine teacher-child relationships as both a direct and interactive protective factor (via weakening the effects of corporal punishment exposure) in adolescent aggression. Data was used from the Zurich Project on the Social Development from Childhood to Adulthood (z-proso). Self-reported data was collected at three time points: age 11 (n=1144, 49% female) age 13 (n=1366, 49% female) and age 15 (n=1447, 48% female). Results suggested having a positive teacher-child relationship was a direct protective factor against concurrent aggression. However, there was not consistent evidence for a moderating effect of teacher-child relationships. Implications of these findings are discussed.

Item Type: Journal Article
Keywords: Teacher-Child Relationship, Corporal Punishment, Adolescent Aggression, Longitudinal Design, Developmental Criminology, Risk and Protective Factors
Faculty: Faculty of Arts, Humanities & Social Sciences
Depositing User: Dr Catherine Pearson
Date Deposited: 09 Aug 2022 15:26
Last Modified: 14 Sep 2022 06:57
URI: https://arro.anglia.ac.uk/id/eprint/707820

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