This study examined the direct and indirect associations of teachers’ depressive symptoms with children’s math achievement through teachers’ reports of family–teacher relationships and children’s approaches to learning (ATL) in Head Start. This study included 3- and 4-year-old 1,547 children (49% female; 27% White, 24% Black, 41% Hispanic/Latino, and 8% others) who attended Head Start from fall 2014 through spring 2015. Results indicated that teachers’ depressive symptoms were directly associated with lower gains in children’s math skills over a year. In addition, teachers who reported higher depressive symptoms were less likely to report positive family–teacher relationships. This, in turn, resulted in lower gains in children’s ATL and was associated with lower achievement in math skills (r² = .69).

中文翻译：

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教师抑郁症状和儿童数学成绩在启蒙阶段：家庭-教师关系的作用和学习方法

本研究通过教师在启蒙教育中关于家庭-教师关系和儿童学习方法 (ATL) 的报告，检验了教师抑郁症状与儿童数学成绩的直接和间接关联。这项研究包括从 2014 年秋季到 2015 年春季参加 Head Start 的 1,547 名 3 岁和 4 岁儿童（49% 为女性；27% 为白人、24% 为黑人、41% 西班牙裔/拉丁裔和 8% 其他人）。结果表明教师的抑郁症状与一年多来儿童数学技能的降低直接相关。此外，报告抑郁症状较高的教师不太可能报告积极的家庭教师关系。这反过来又导致儿童的 ATL 获得较低的增益，并与数学技能的较低成就有关 ( r ² = .69)。