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Full-Text Articles in Education
Child Temperament, Teacher–Child Interactions, And Teacher–Child Relationships: A Longitudinal Investigation From First To Third Grade, Kathleen Moritz Rudasill
Child Temperament, Teacher–Child Interactions, And Teacher–Child Relationships: A Longitudinal Investigation From First To Third Grade, Kathleen Moritz Rudasill
Department of Educational Psychology: Faculty Publications
The quality of children’s relationships with teachers in early elementary grades has implications for their academic and behavioral outcomes in later grades (e.g., Hamre & Pianta, 2001). The current study uses data from the NICHD SECCYD to extend work from a recent study of first grade (Rudasill & Rimm-Kaufman, 2009) by examining connections between child shyness, effortful control, and gender and teacher–child relationship quality in third grade directly and indirectly through the frequency of teacher- and child-initiated interactions in third grade, and teacher–child relationship quality in first grade. Path analyses using structural equation models were used to test two different …
Teacher–Child Relationship Quality: The Roles Of Child Temperament And Teacher–Child Interactions, Kathleen Moritz Rudasill, Sara E. Rimm-Kaufman
Teacher–Child Relationship Quality: The Roles Of Child Temperament And Teacher–Child Interactions, Kathleen Moritz Rudasill, Sara E. Rimm-Kaufman
Department of Educational Psychology: Faculty Publications
Young children’s relationships with teachers predict social and academic success. This study examines contributions of child temperament (shyness, effortful control) and gender to teacher–child relationship quality both directly and indirectly through the frequency of teacher–child interactions in the classroom. Using an NICHD SECCYD sample of 819 first grade children, four findings emerged: (a) children’s shyness, effortful control, and gender contributed directly to teacher–child conflict and closeness; (b) children’s shyness contributed to the frequency of child-initiated teacher–child interactions, and children’s effortful control contributed to the frequency of teacher-initiated teacher–child interactions; (c) shyness related to teacher–child closeness indirectly through the frequency of …