TY - JOUR
T1 - Adding color to conflict
T2 - disruptive students' drawings of themselves with their teachers
AU - McGrath, Kevin Francis
AU - Van Bergen, Penny
AU - Sweller, Naomi
N1 - 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
PY - 2017/6
Y1 - 2017/6
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=85020403923&partnerID=8YFLogxK
U2 - 10.1086/691567
DO - 10.1086/691567
M3 - Article
AN - SCOPUS:85020403923
SN - 0013-5984
VL - 117
SP - 642
EP - 663
JO - Elementary School Journal
JF - Elementary School Journal
IS - 4
ER -