Predicting School Adjustment in Early Elementary School: Impact of Teacher-Child Relationship Quality and Relational Classroom Climate

Autor/inn/en	Buyse, Evelien; Verschueren, Karine; Verachtert, Pieter; Van Damme, Jan
Titel	Predicting School Adjustment in Early Elementary School: Impact of Teacher-Child Relationship Quality and Relational Classroom Climate
Quelle	In: Elementary School Journal, 110 (2009) 2, S.119-141 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/605768
Schlagwörter	Prediction; Student Adjustment; Grade 1; Classroom Environment; Teacher Student Relationship; Elementary School Students; Elementary School Teachers; Grade 2; Grade 3; Kindergarten; Psychological Patterns; Social Influences; Foreign Countries; Belgium + Suchen Sie Ihr Suchwort? Vorhersage; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; School year 01; 1. Schuljahr; Schuljahr 01; Klassenklima; Unterrichtsklima; Teacher student relationships; Lehrer-Schüler-Beziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Sozialer Einfluss; Ausland; Belgien
Abstract	This longitudinal study evaluated the impact of dyadic and classroom-level teacher-child relationship quality in first grade on children's psychosocial and academic adjustment in first (N = 3,784), second (N = 3,666), and third (N = 3,582) grade, controlling for several child features, namely, child demographics and children's initial levels of adjustment in kindergarten. Results of multilevel hierarchical regression analyses showed that first-grade dyadic relationship variables (i.e., teacher-child conflict and closeness) as well as classroom relational climate variables (i.e., the average level of teacher-child conflict and closeness in the classroom) were associated with children's psychosocial adjustment in the first years of primary school. Associations between first-grade dyadic relationship quality and classroom relational climate, on the one hand, and academic achievement on the other, however, were negligible. (Contains 4 notes, 6 tables, and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10