The cumulative, timing-specific, and enduring associations between student–teacher relationships and early elementary outcomes
Dados Bibliográficos
| ID | 7149261 |
|---|---|
| Autores | Arya Ansari (0000-0001-5033-9668, The Ohio State University, autor correspondente), M Buckley (0000-0003-4742-1796, The Ohio State University), M Nicole Buckley (0000-0003-4871-1592, The Ohio State University), Colby Wood, S Colby Woods (0009-0001-6492-0020, University of Pennsylvania), Michael Gottfried (University of Pennsylvania) |
| Ano | 2025 |
| Volume | 96 |
| Fascículo | 2 |
| Páginas | 475-491 |
| Data de publicação | 2025-03-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Child Development (JOURNAL) |
| Identificadores do periódico | ISSN: 0009-3920 • E-ISSN: 1467-8624 |
| Editora | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1111/cdev.14177 |
| PMID | 39563483 |
| OpenAlex | W4404549353 |
| Idioma | EN |
| Citações recebidas | 1 |
| Referências citadas | 55 |
Using data from the Early Childhood Longitudinal Study—Kindergarten Class of 2011 (n = 14,370; 51% Male; 51% White; 14% Black; 25% Hispanic; 4% Asian; and 6% Other), this study examined the cumulative, timing-specific, and enduring associations between student–teacher relationships in the United States and a broad range of student outcomes. Student–teacher conflict and closeness were consistently associated with outcomes between kindergarten and third grade, both contemporaneously and over time. The main exception was for student absenteeism, where there were less consistent associations with student–teacher conflict. Cumulative models underscore the significance of the overall experiences of high-quality relationships over time. Despite little evidence of variability, girls fared less well socially due to more conflictual and less close relationships with their teachers than boys
Closeness · Developmental psychology · Longitudinal study · Socioeconomic status · Child and Adolescent Psychosocial and Emotional Development · Demography · Early Childhood Education and Development · Parental Involvement in Education · Psychology
Enhancing relationships between children and teachers.
Development of Academic Skills from Preschool Through Second Grade
Social Skills Rating System
Kindergarten skills and fifth-grade achievement
Teacher-Child Relationships and Children's Success in the First Years of School
Relationships between children and teachers
Student-Teacher Relationships As a Protective Factor for School Adjustment during the Transition from Middle to High School
Attachment in the Classroom
Developmental Commentary
The Dimensional Change Card Sort (DCCS)
Contributions of teacher–child relationships to positive school adjustment during elementary school
Examining the Black–White Achievement Gap Among Low-Income Children Using the NICHD Study of Early Child Care and Youth Development
Dynamics of Teacher–Student Relationships
Modeling the Impacts of Child Care Quality on Children's Preschool Cognitive Development
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A life course approach to chronic disease epidemiology
Controlling the False Discovery Rate
Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade
The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement
Relationships Between Families and Head Start Staff
White privilege and teacher perceptions of teacher-child relationship quality
Investigating Bidirectional Links Between the Quality of Teacher–Child Relationships and Children’s Interest and Pre-Academic Skills in Literacy and Math
Formations of Attachment Relationships towards Teachers Lead to Conclusions for Public Child Care
Teacher–Child Relationships from Kindergarten to Sixth Grade
Bidirectional relations among executive function, teacher–child relationships, and early reading and math achievement
Child effortful control, teacher–student relationships, and achievement in academically at-risk children
The contributions of ‘hot’ and ‘cool’ executive function to children's academic achievement, learning-related behaviors, and engagement in kindergarten
Development of student–teacher relationships in rural early elementary classrooms
Changes in School Connectedness and Deviant Peer Affiliation Among Sixth-Grade Students From High-Poverty Neighborhoods
School readiness and later achievement
A secure base from which to regulate
Parent- and teacher-child relationships and engagement at school entry
Interpreting Effect Sizes of Education Interventions
Attachments beyond infancy
Examining Teacher–Child Relationships and Achievement as Part of an Ecological Model of Development
Classroom Effects on Children’s Achievement Trajectories in Elementary School
Intergenerational Bonding in School
| Obras citantes distintas | 1 |
|---|---|
| Citações por ano | 1 |
| Intervalo de citações | 2025 - 2025 (1) |
| Velocidade de citação | recent |
| Altamente citado | Não |
| Tipos de citação | Neutras: 1 |