Abstract
Children with significant behaviour problems are at risk for poor classroom adjustment and school failure. Given this likelihood for a poor developmental trajectory, there is a need to better understand environmental influences within classrooms that help to effectively socialize children to those settings. The current study evaluated the effects of two socialization processes, the provision of warmth and of control (i.e. authoritative teaching) on urban, American, elementary school-aged children’s school adjustment ( n = 693). The results suggest a small but positive association between authoritative teaching and three of the four school adjustment indices examined in the study. This effect was similar for all students; no differential effects for children with significant externalizing behaviour problems were noted. Results are discussed in light of theory and school-based intervention and prevention efforts. Implications of these findings on the roles and responsibilities of school psychologists are provided.
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