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

共 50 条

[41] Universal TCIT Improves Teacher-Child Interactions and Management of Child Behavior
Fawley, Kara D.
Stokes, Trevor F.
Rainear, Chelsea A.
Rossi, Jessica L.
Budd, Karen S.
[J]. JOURNAL OF BEHAVIORAL EDUCATION, 2020, 29 (04) : 635 - 656
[42] Teacher-Child Interactions in Infant/Toddler Child Care and Socioemotional Development
Mortensen, Jennifer A.
Barnett, Melissa A.
[J]. EARLY EDUCATION AND DEVELOPMENT, 2015, 26 (02): : 209 - 229
[43] Socialization discontinuity as an explanation for disparities in teacher-child relationships
Ginsberg, Yuan Chang
[J]. EARLY CHILDHOOD RESEARCH QUARTERLY, 2023, 65 : 170 - 178
[44] Shyness and School Engagement in Chinese Suburban Preschoolers: A Moderated Mediation Model of Teacher-Child Closeness and Child Gender
Wu, Yunpeng
Fang, Min
Wu, Jianfen
Chen, Yingmin
Li, Hui
[J]. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH, 2022, 19 (07)
[45] Teacher-Child Interactions in Chile and Their Associations With Prekindergarten Outcomes
Leyva, Diana
Weiland, Christina
Barata, M.
Yoshikawa, Hirokazu
Snow, Catherine
Trevino, Ernesto
Rolla, Andrea
[J]. CHILD DEVELOPMENT, 2015, 86 (03) : 781 - 799
[46] Classroom problem behavior and teacher-child relationships in kindergarten: The moderating role of classroom climate
Buyse, Evelien
Verschueren, Karine
Doumen, Sarah
Van Damme, Jan
Maes, Frederik
[J]. JOURNAL OF SCHOOL PSYCHOLOGY, 2008, 46 (04) : 367 - 391
[47] Closeness and conflict in teacher-child relationships in preschool: the role of child personality types
Embacher, Eva-Maria
Zoeggeler-Burkhardt, Laura
Smidt, Wilfried
[J]. EARLY CHILD DEVELOPMENT AND CARE, 2023, 193 (11-12) : 1240 - 1256
[48] The Impact of Teacher-Child Relationships on Child Cognitive Performance as Explored by a Priming Paradigm
Ahnert, Lieselotte
Milatz, Anne
Kappler, Gregor
Schneiderwind, Jennifer
Fischer, Rico
[J]. DEVELOPMENTAL PSYCHOLOGY, 2013, 49 (03) : 554 - 567
[49] Stimulation as a Component of Sensitive Responsiveness in Teacher-Child Interactions
Remsperger-Kehm, Regina
[J]. FRUHE BILDUNG, 2016, 5 (03): : 157 - 166
[50] Mother-child relationships, teacher-child relationships, and school outcomes in preschool and kindergarten
Pianta, RC
Nimetz, SL
Bennett, E
[J]. EARLY CHILDHOOD RESEARCH QUARTERLY, 1997, 12 (03) : 263 - 280

← 1 2 3 4 5 →