Predictors of preschoolers' classroom engagement: teacher-child interactions, teacher-child relationships, and child's self-control

被引：0

作者：

Zhao, Hongxia ^{[1
]}

Sharp, Kathryn L. ^{[2
]}

Malkus, Amy Jane ^{[2
]}

机构：

[1] Univ North Alabama, Teaching Learning & Leadership, Florence, AL 35632 USA

[2] East Tennessee State Univ, Early Childhood Educ, Johnson City, TN USA

来源：

EARLY CHILD DEVELOPMENT AND CARE | 2024年 / 194卷 / 01期

关键词：

Teacher-child interactions; teacher-child relationships; child's self-control; preschoolers' classroom engagement; SCHOOL ENGAGEMENT; RELATIONSHIP QUALITY; EFFORTFUL CONTROL; SPECIAL-EDUCATION; KINDERGARTEN; ACHIEVEMENT; BEHAVIOR; HEALTH; CARE; TRAJECTORIES;

D O I：

10.1080/03004430.2023.2277132

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The study examined predictors (teacher-child interactions, teacher-child relationships, child's self-control) of preschoolers' classroom engagement (135 preschoolers, 15 East Tennessee classrooms). Hierarchical linear regression revealed child's self-control significantly contributed to engagement. Teacher-child closeness enhanced engagement, but reverse-coded teacher-child conflict negatively impacted it after controlling teacher-child individualized interaction. Control variables included child gender, age, mother and father education. These findings offer holistic insights into preschoolers' engagement mechanisms, aiding intervention program design. Discussions and practical applications of results are provided.

引用

页码：58 / 71

页数：14

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