Adding color to conflict: disruptive students' drawings of themselves with their teachers

Kevin Francis McGrath, Penny Van Bergen, Naomi Sweller

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    7 Citations (Scopus)
    66 Downloads (Pure)

    Abstract

    Building on work examining teachers’ perceptions of the student-teacher relationship, this study investigated how young students draw themselves with their teachers. Fourteen kindergarten and first-grade teachers each nominated 2 disruptive and 2 well-behaved students. Students then completed 1 drawing of themselves with their classroom teacher and 1 with a support teacher (e.g., librarian, art teacher) at 2 time points: the end of the school year (Phase 1) and the beginning of the next year (Phase 2). In coding for 8 markers of relationship quality—vitality/creativity, pride/happiness, vulnerability, emotional distance, tension/anger, role reversal, bizarreness/dissociation, and global pathology—we found no differences in the way that disruptive and well behaved students depicted their own relationships with teachers. Gender and phase effects were identified, however, with boys depicting greater relational negativity than girls and all students portraying greater emotional distance at the beginning of the school year.
    Original languageEnglish
    Pages (from-to)642-663
    Number of pages22
    JournalElementary School Journal
    Volume117
    Issue number4
    DOIs
    Publication statusPublished - Jun 2017

    Bibliographical note

    Copyright 2017 by University of Chicago Press. Originally published in Elementary School Journal , 117(4), pp. 642-663. http://dx.doi.org/10.1086/691567

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