{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,14]],"date-time":"2026-10-14T04:30:44Z","timestamp":1791952244720,"version":"4.3.4"},"reference-count":102,"publisher":"Wiley","issue":"1","license":[{"start":{"date-parts":[[2020,8,10]],"date-time":"2020-08-10T00:00:00Z","timestamp":1597017600000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"funder":[{"DOI":"10.13039\/501100000269","name":"Economic and Social Research Council","doi-asserted-by":"publisher","id":[{"id":"10.13039\/501100000269","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["bpspsychub.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Brit J of Edu Psychol"],"published-print":{"date-parts":[[2021,3]]},"abstract":"<jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Childhood antisocial behaviour has been associated with poorer teacher\u2013student relationship (TSR) quality. It is also well\u2010established that youth with antisocial behaviour have a range of emotion\u2010related deficits, yet the impact of these students\u2019 emotion\u2010related abilities on the TSR is not understood. Furthermore, the addition of the Limited Prosocial Emotions Specifier in the Diagnostic and Statistical Manual of Mental Disorders (DSM\u20105) indicates that understanding the role of callous\u2013unemotional (CU) traits for youth with antisocial behaviour problems is of particular importance.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Aims<\/jats:title>\n                    <jats:p>The aim of this study was to investigate the association between antisocial behaviour difficulties and the TSR by examining the influence of emotion\u2010related abilities and CU traits.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Sample<\/jats:title>\n                    <jats:p>Twelve teachers from 10 primary schools provided anonymized information on 108 children aged 6\u201311\u00a0years.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>Antisocial behaviour was associated with higher teacher\u2013student conflict (but not closeness) as well as higher emotion lability\/negativity and lower emotion understanding\/empathy. Emotion lability\/negativity was associated with higher teacher\u2013student conflict (but not closeness), and emotion understanding\/empathy was associated with lower teacher\u2013student conflict and higher closeness. CU traits were associated with higher teacher\u2013student conflict and lower teacher\u2013student closeness (controlling for antisocial behaviour more broadly). We found no evidence of a moderating effect of CU traits or emotion\u2010related abilities on the association between antisocial behaviour and TSR quality.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>Interventions for behaviour difficulties should consider teacher\u2013student relationships in the classroom. Strategies which aim to improve teacher\u2013student closeness as well as reduce teacher\u2013student conflict may be of particular value to students with high CU traits.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/bjep.12376","type":"journal-article","created":{"date-parts":[[2020,8,10]],"date-time":"2020-08-10T18:18:01Z","timestamp":1597083481000},"page":"482-499","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":31,"title":["Antisocial behaviour and teacher\u2013student relationship quality: The role of emotion\u2010related abilities and callous\u2013unemotional traits"],"prefix":"10.1111","volume":"91","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-8888-2882","authenticated-orcid":false,"given":"Hannah","family":"Roslyne Wilkinson","sequence":"first","affiliation":[{"name":"Department of Psychological Sciences Centre for Brain and Cognitive Development Birkbeck College University of London UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-8471-3774","authenticated-orcid":false,"given":"Alice","family":"Jones Bartoli","sequence":"additional","affiliation":[{"name":"Unit for School and Family Studies Department of Psychology, Goldsmiths University of London UK"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2020,8,10]]},"reference":[{"key":"e_1_2_9_2_1","doi-asserted-by":"publisher","DOI":"10.1080\/00131911.2011.648371"},{"issue":"108","key":"e_1_2_9_3_1","first-page":"1","article-title":"Bad boys and mean girls: Callous\u2010unemotional traits, management of disruptive behaviour in school, the teacher\u2010student relationship and academic motivation","volume":"3","author":"Allen J. 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