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Full-Text Articles in Education
A Longitudinal Study Of Student–Teacher Relationship Quality, Difficult Temperament, And Risky Behavior From Childhood To Early Adolescence, Kathleen Moritz Rudasill, Thomas G. Reio Jr., Natalie Stipanovic, Jennifer E. Taylor
A Longitudinal Study Of Student–Teacher Relationship Quality, Difficult Temperament, And Risky Behavior From Childhood To Early Adolescence, Kathleen Moritz Rudasill, Thomas G. Reio Jr., Natalie Stipanovic, Jennifer E. Taylor
Department of Educational Psychology: Faculty Publications
Abstract This study examines the mediating role of student–teacher relationship quality (conflict and closeness) in grades 4, 5, and 6 on the relation between background characteristics, difficult temperament at age 4½ and risky behavior in 6th grade. The longitudinal sample of participants (N = 1156) was from the NICHD Study of Early Child Care and Youth Development. Structural equation modeling was used to estimate paths from (a) background characteristics to student–teacher relationship quality and risky behavior, (b) temperament to student–teacher relationship quality and risky behavior, and (c) student–teacher relationship quality to risky behavior. Findings indicate that students’ family income, gender, …
Temperamental Attention And Activity, Classroom Emotional Support, And Academic Achievement In Third Grade, Kathleen Moritz Rudasill, Kathleen Cranley Gallagher, Jamie M. White
Temperamental Attention And Activity, Classroom Emotional Support, And Academic Achievement In Third Grade, Kathleen Moritz Rudasill, Kathleen Cranley Gallagher, Jamie M. White
Department of Educational Psychology: Faculty Publications
The purpose of this study is to examine the interplay of children’s temperamental attention and activity (assessed when children were 4-and-a-half years old) and classroom emotional support as they relate to children’s academic achievement in third grade. Particular focus is placed on the moderating role of classroom emotional support on the relationship between temperament (attention and activity level) and academic achievement. Regression analyses indicated that children’s attention and activity level were associated with children’s third grade reading and mathematics achievement, and classroom emotional support was associated with children’s third grade reading and mathematics achievement. In addition, classroom emotional support moderated …