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Longitudinal associations among teacher–child relationship quality, behavioral engagement, and academic achievement
Early Childhood Research Quarterly ( IF 3.815 ) Pub Date : 2022-06-02 , DOI: 10.1016/j.ecresq.2022.05.006
Longfeng Li, Carlos Valiente, Nancy Eisenberg, Tracy L. Spinrad, Sarah K. Johns, Rebecca H. Berger, Marilyn S. Thompson, Jody Southworth, Armando A. Pina, Maciel M. Hernández, Diana E. Gal-Szabo

Informed by attachment theory and self-determination theory, the goal of this study was to test the hypothesis that behavioral engagement mediates the longitudinal associations between teacher–child relationship quality and academic achievement. In addition, in an exploratory manner, we expected to identify some additional transactional relations among these variables. Participants were 301 children (Mage = 65.72 months, SD = 4.18 months; 49% boys) and their teachers. In each spring semester from kindergarten to second grade, teachers reported on the closeness and conflict in the teacher–child relationship and on children's academic skills. Each year, trained observers rated children's behavioral engagement in the classroom, and a different group of research assistants assessed children's academic skills using subscales from the Woodcock–Johnson III Tests of Achievement. Cross–lagged panel models indicated that teacher–child conflict in kindergarten was indirectly related to teacher–reported academic skills in second grade through behavioral engagement in first grade. There was also evidence of transactional, negative relations between teacher–child conflict and behavioral engagement from kindergarten to first grade. These findings highlight behavioral engagement as a mechanism linking early teacher–child conflict and children's later academic skills.



中文翻译:

师生关系质量、行为参与和学业成就之间的纵向关联

在依恋理论和自我决定理论的指导下,本研究的目的是检验行为参与调节师生关系质量和学业成就之间纵向关联的假设。此外,我们希望以探索性的方式识别这些变量之间的一些额外的交易关系。参与者为 301 名儿童(M年龄 = 65.72 个月,SD = 4.18 个月;49% 的男孩)和他们的老师。从幼儿园到二年级的每个春季学期,教师都会报告师生关系中的亲密和冲突以及儿童的学业技能。每年,训练有素的观察员都会对儿童在课堂上的行为参与度进行评分,而不同的研究助理小组则使用伍德科克-约翰逊三世成就测试中的分量表评估儿童的学术技能。交叉滞后面板模型表明,幼儿园的师生冲突通过一年级的行为参与与二年级教师报告的学术技能间接相关。还有证据表明,从幼儿园到一年级,师生冲突与行为参与之间存在交易性、负面关系。

更新日期:2022-06-04
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