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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 …