Inhibitory control and teacher–child conflict: Reciprocal associations across the elementary-school years

Abstract

In the present study, longitudinal data from the NICHD Study of Early Child Care and Youth Development were used to test a theoretical model in which one aspect of children's self-regulation skills – their inhibitory-control abilities – were hypothesized to show reciprocal relations with their levels of teach of teacher–child across the elementary-school years. The findings were largely consistent with the hypothesized model. Across multiple points in elementary school, lower levels of inhibitory control were associated with higher subsequent levels of teacher–child conflict. In turn, higher levels of teacher–child conflict were associated with lower subsequent levels of inhibitory control. Some evidence suggested that the magnitude of this latter relation was particularly strong for girls in the later elementary-school years. Direct relations between inhibitory control and teacher–child conflict were partially mediated by children's inattention and aggression problems. Potential implications for theory and practice are discussed.