Antecedents to and outcomes associated with teacher-child relationship perceptions in early childhood: Further evidence for child-driven effects

被引：0

作者：

Yildirim, Elif Dede ^{[1
]}

Frosch, Cynthia A. ^{[1
]}

Santos, Antonio J. ^{[2
]}

Verissimo, Manuela ^{[2
]}

Bub, Kristen ^{[3
]}

Vaughn, Brian E. ^{[1
,4
]}

机构：

[1] Auburn Univ, Auburn, AL USA

[2] ISPA Inst Univ, Lisbon, Portugal

[3] Univ Georgia, Athens, GA USA

[4] Auburn Univ, Dept Human Dev & Family Sci, 203 Spidle Hall, Auburn, AL 36849 USA

来源：

CHILD DEVELOPMENT | 2024年 / 95卷 / 03期

关键词：

RELATIONSHIP QUALITY; MEASUREMENT INVARIANCE; SHORT-FORM; PRESCHOOL; SCHOOL; KINDERGARTEN; COMPETENCE; SKILLS; ATTACHMENT; ADJUSTMENT;

D O I：

10.1111/cdev.14033

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

Preschool teachers' perceptions about relationships with students (teacher-child relationships [TCRs]) predict children's subsequent social competence (SC) and academic progress. Why this is so remains unclear. Do TCRs shape children's development, or do child attributes influence both TCRs and subsequent development? Relations between TCRs and other measures were examined for 185 preschoolers (107 girls, 89 longitudinal, and similar to 75% European American). Teachers rated TCRs and child social/affective behaviors. Teacher-child interactions (TCIs) and children's affect expressiveness were observed. Child SC and receptive vocabulary were assessed. TCRs were significantly correlated with each type of outcome. TCIs, SC, expressed affect, and teacher-rated behaviors also predicted TCRs longitudinally. Results suggest that TCR ratings predict subsequent adaptation because they summarize children's behavioral profiles rather than on TCR quality per se.

引用

页码：679 / 698

页数：20

共 50 条

[1] Do children's adjustment problems contribute to teacher-child relationship quality? Support for a child-driven model
Mejia, Teresa M.
Hoglund, Wendy L. G.
[J]. EARLY CHILDHOOD RESEARCH QUARTERLY, 2016, 34 : 13 - 26
[2] Intrusive Parenting and Child Externalizing Behaviors Across Childhood: The Antecedents and Consequences of Child-Driven Effects
Yan, Ni
Ansari, Arya
Wang, Yiji
[J]. JOURNAL OF FAMILY PSYCHOLOGY, 2019, 33 (06) : 661 - 670
[3] Teacher-child relationships and early childhood practice
Fumoto, Hiroko
[J]. EARLY YEARS, 2011, 31 (01) : 19 - 30
[4] Teacher-child relationship quality in early childhood education: the importance of relationship patterns
Gregoriadis, Athanasios
Grammatikopoulos, Vasilis
[J]. EARLY CHILD DEVELOPMENT AND CARE, 2014, 184 (03) : 386 - 402
[5] White privilege and teacher perceptions of teacher-child relationship quality
Rudasill, Kathleen Moritz
McGinnis, Colin Page
Cheng, Sheng-Lun
Cormier, Dwayne Ray
Koziol, Natalie
[J]. JOURNAL OF SCHOOL PSYCHOLOGY, 2023, 98 : 224 - 239
[6] Teacher-child relationship that promotes school adaptation in childhood
Kaneko, Yasuyuki
[J]. INTERNATIONAL JOURNAL OF PSYCHOLOGY, 2023, 58 : 367 - 367
[7] The moral implications of teacher-child discourse in early childhood classrooms
Buzzelli, CA
[J]. EARLY CHILDHOOD RESEARCH QUARTERLY, 1996, 11 (04) : 515 - 534
[8] Early Childhood Teacher-child Attachment: A Brief Review of the Literature
du Plessis, Karin
[J]. HE KUPU, 2009, 2 (01): : 45 - 53
[9] Teacher-child interaction quality in early childhood education: the impact of teacher beliefs
Cobanoglu, Rahime
Capa-Aydin, Yesim
Yildirim, Ali
[J]. EDUCATION 3-13, 2023,
[10] The teacher-child relationship and children's early school adjustment
Birch, SH
Ladd, GW
[J]. JOURNAL OF SCHOOL PSYCHOLOGY, 1997, 35 (01) : 61 - 79

← 1 2 3 4 5 →