Does Early Executive Function Predict Teacher-Child Relationships from Kindergarten to Second Grade?

Autor/inn/en	McKinnon, Rachel D.; Blair, Clancy
Titel	Does Early Executive Function Predict Teacher-Child Relationships from Kindergarten to Second Grade?
Quelle	In: Developmental Psychology, 54 (2018) 11, S.2053-2066 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000584
Schlagwörter	Teacher Student Relationship; Learner Engagement; Academic Achievement; Executive Function; Kindergarten; Grade 1; Grade 2; Behavior Problems; Verbal Ability; Low Income Groups; Rural Areas; Child Behavior; Vocabulary; Parent Attitudes; Preschool Teachers; Teacher Attitudes; Elementary School Teachers; Correlation; Pennsylvania; North Carolina; Strengths and Difficulties Questionnaire; Peabody Picture Vocabulary Test; Woodcock Johnson Tests of Achievement; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Schulleistung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Mündliche Leistung; Rural area; Ländlicher Raum; Wortschatz; Elternverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Korrelation
Abstract	Teacher-child relationships have been linked to children's classroom engagement and to academic achievement. However, researchers have paid minimal attention to individual child factors that predict the development of these relationships. In the current study, we examined executive function (EF) prior to school entry as a predictor of teacher-child relationships at kindergarten through second grade. We also examined externalizing behavior problems, verbal intelligence, and academic achievement as mediators of these associations. Data were from the Family Life Project, a prospective, longitudinal sample of N = 1,292 families from predominantly low-socioeconomic status (SES) and rural communities in Pennsylvania and North Carolina. Children were administered a multidimensional battery of EF when they were 48 months old and standardized measures of verbal intelligence and academic achievement at prekindergarten. Parents reported on externalizing behavior problems when children were 60 months old. Kindergarten, first-, and second-grade teachers reported on teacher-child relationships. Growth curve models revealed that EF at 48 months positively predicted closeness and negatively predicted conflict with teachers in kindergarten but not change in closeness or conflict over time. Verbal intelligence mediated the associations between EF and both closeness and conflict. EF continued to significantly predict conflict, but not closeness, with kindergarten teachers when the mediator was included in the model. The results of this study are discussed in the context of the implications of children's self-regulation for classroom engagement in a low-SES sample. [This article was written with The Family Life Project Investigators.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01