Preliminary evidence suggests perceived problem behavior effects on teaching stress are mediated by teachers' perceptions of relationship conflict¶
Claim · All claims
Evidence · 1 study (2 entries) · reviewr2·q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Preliminary evidence suggests effects of perceived problem behavior on teaching stress are (fully) mediated by perceptions of conflict within the relationship with that student. → Jantine L. Spilt 2011
q2 i? Longitudinal research indicates perceptions of externalizing behavior and conflict representations are reciprocally related, driven initially by problem behavior perceptions. → Jantine L. Spilt 2011 (2)
Evidence¶
Jantine L. Spilt 2011¶
Jantine L. Spilt, Helma M. Y. Koomen, & Jochem T. Thijs. (2011). Teacher Wellbeing: The Importance of Teacher–Student Relationships. Educational Psychology Review. https://doi.org/10.1007/s10648-011-9170-y
q2 · i? · review · r2
The review reports preliminary evidence that "the effects of perceived problem behavior on teaching stress are (fully) mediated by teachers ’perceptions of conflict" within the dyadic relationship, supporting a mediational model.
"Indeed, preliminary evidence suggests that the effects of perceived problem behavior on teaching stress are (fully) mediated by teachers ’perceptions of conflict within the relationship with that student (Koomen and Spilt 2011)."
Jantine L. Spilt 2011 (2)¶
Jantine L. Spilt, Helma M. Y. Koomen, & Jochem T. Thijs. (2011). Teacher Wellbeing: The Importance of Teacher–Student Relationships. Educational Psychology Review. https://doi.org/10.1007/s10648-011-9170-y
q2 · i? · review · r2
The review reports longitudinal school-year research showing reciprocal relations between perceptions of externalizing behavior and conflict representations; the cycle "was driven by perceptions of heightened levels of child problem behavior in the beginning."
"Longitudinal research over the course of a school year indicates that teachers ’perceptions of externalizing student behavior are reciprocally related to representations of conflictual relationships, suggesting that perceptions of problem behavior exacerbate representations of conflict and vice versa (Doumen et al . 2008)."
Discussion¶
Related Claims¶
- Students' perceptions of their teacher's fixed mindset partially mediate the relationship between teacher math anxiety and student math achievement — related
- Homework management skills partially mediate the relationship between teacher homework involvement and homework behavior — related
- Conflictual teacher-student relationships are more strongly linked to teacher stress and burnout than relationship closeness — related
- Teachers' perceived classroom misbehavior exacerbates the negative association between externalizing student behavior and self-efficacy for behavior management — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
conflict-perceptions-mediate-misbehavior-stress |
title |
Preliminary evidence suggests perceived problem behavior effects on teaching stress are mediated by teachers' perceptions of relationship conflict |
description |
Preliminary evidence suggests perceived problem behavior effects on teaching stress are mediated by teachers' perceptions of relationship conflict |
status |
review |
evidence_strength |
weak |
newest_evidence |
2011 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — jantine-l-spilt-2011, jantine-l-spilt-2011-2 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.