Teachers' and Children's Differing Views on Relationships and Their Associations with Academic Outcomes

Autor/inn/en	Lim, Chaehyun; Kwon, Kyong-Ah; Bingham, Gary Eldon
Titel	Teachers' and Children's Differing Views on Relationships and Their Associations with Academic Outcomes
Quelle	In: Early Childhood Education Journal, 50 (2022) 7, S.1157-1167 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lim, Chaehyun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-021-01244-8
Schlagwörter	Teacher Attitudes; Student Attitudes; Teacher Student Relationship; Academic Achievement; Outcomes of Education; Preschool Children; Preschool Teachers; Socioeconomic Status; Mathematics Skills; Reading Skills; Writing Skills + Suchen Sie Ihr Suchwort? Lehrerverhalten; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulleistung; Lernleistung; Schulerfolg; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Socio-economic status; Sozioökonomischer Status; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit
Abstract	Preschool children's relationships with their teachers play an important role in their learning and development. Despite this importance, extant research mostly relies on teachers' perceptions about the relationships with children limiting our understanding of the bidirectional nature of these relationships. The present study aimed to explore teacher-child relationships reported by both teachers and preschool children and their associations with children's math and literacy skills. Additionally, the moderating role of the teacher-child relationship on the association between children's socioeconomic status and their math and literacy skills were examined. One hundred seventy nine preschoolers were interviewed about their relationships with teachers and directly assessed on their math and literacy skills. Their teachers reported on their relationships with each child on a survey, while parents provided demographic information. Structural equation modeling was conducted to examine associations between teacher-child relationships and academic outcomes. Findings revealed limited concordance between teachers' and children's perception of the quality of the teacher-child relationship, with only teachers' perceptions of children's dependency being positively correlated to children's perception of teacher negativity. Teachers' perceptions of children's dependency and children's perception of teacher negativity were negatively associated with children's academic achievement. Teachers' perceptions of children's dependency moderated the association between children's socioeconomic background and math outcomes. We offer implications for teachers about how teacher-child relationships improve children's academic achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01