An Integrative View of School Functioning
Transactions Between Self-Regulation, School Engagement, and Teacher–Child Relationship Quality
Bibliographic Data
| ID | 23317654 |
|---|---|
| Authors | Ximena A Portilla (0000-0002-7705-0693, Stanford Graduate School of Education, corresponding author), Parissa J Ballard (0000-0001-9125-4089, University of California, San Francisco), Nancy E Adler (0000-0001-6962-0724, University of California, San Francisco), W Thomas Boyce (University of California, San Francisco), Jelena Obradović (0000-0001-7405-4608, Stanford Graduate School of Education) |
| Year | 2014 |
| Volume | 85 |
| Issue | 5 |
| Pages | 1915-1931 |
| Publication date | 2014-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Child Development (JOURNAL) |
| Journal identifiers | ISSN: 0009-3920 • E-ISSN: 1467-8624 |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1111/cdev.12259 |
| PMID | 24916608 |
| PMCID | PMC4165700 |
| OpenAlex | W1973876873 |
| Language | EN |
| Citations received | 63 |
| References cited | 54 |
This study investigates the dynamic interplay between teacher–child relationship quality and children's behaviors across kindergarten and first grade to predict academic competence in first grade. Using a sample of 338 ethnically diverse 5-year-old children, nested path analytic models were conducted to examine bidirectional pathways between children's behaviors and teacher–child relationship quality. Low self-regulation in kindergarten fall, as indexed by inattention and impulsive behaviors, predicted more conflict with teachers in kindergarten spring and this effect persisted into first grade. Conflict and low self-regulation jointly predicted decreases in school engagement which in turn predicted first-grade academic competence. Findings illustrate the importance of considering transactions between self-regulation, teacher–child relationship quality, and school engagement in predicting academic competence.
Competence (human resources) · Developmental psychology · Ethnic group · Ethnically diverse · Path analysis (statistics) · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Parental Involvement in Education · Psychology · Social Psychology
Emotional expression in school context, social relationships, and academic adjustment in kindergarten
Influence of bullying and teacher-student relationship on school engagement
The Relationship between Ninth Graders' Perceptions of Teacher Equity and Their Math Identity
Self-regulation in childhood as a predictor of future outcomes
Emotion-related socialization in the classroom
Executive function skills and academic achievement gains in prekindergarten
Executive control goes to school
Does early executive function predict teacher–child relationships from kindergarten to second grade
Parent- and teacher-child relationships and engagement at school entry
Affective Teacher–Student Relationships and Students' Engagement and Achievement
Resilience and mental health
The role of teacher-student relationships in predicting teachers’ personal accomplishment and emotional exhaustion
ARCCH Model of Resilience
ADHD Symptoms Increase Perception of Classroom Entropy and Impact Teacher Stress Levels
Associations between Perceived Child-Parent Relationships and School Engagement among 9–11 Aged Children
Consistency and inconsistency in learning experiences across the early grades
Syrian Refugee Youth Resettled in Norway
Thriving Children’s Emotional Self-Regulation in Preschool
College students with ADHD and their reasons for becoming teachers despite negative childhood experiences
Preschool children’s social competence
Playfulness as the antecedent of kindergarten children’s prosocial skills and school readiness
Heterogeneity in the Development of Executive Function
Linking Behavioral Self-Regulation to Early Math and Science Abilities
Preschoolers’ Profiles of Self-regulation, Social-emotional and Behavior Skills and Its Prediction for a Successful Behavior Adaptation during the Transitional Period from Preschool to Elementary School
Young Children’s and Teachers’ Perceptions of Affective Teacher-Child Relationships
Association Between Children’s Home Play Opportunity and School Readiness
Effortful Control and Extensive Observations of Negative Emotion as Joint Predictors of Teacher–Student Conflict in Childhood
Pathways to Low-Income Children’s Self-Regulation
Profiles of Dysregulation Moderate the Impact of PreschoolTeacher–Student Relationships on Elementary School Functioning
Classroom teacher’s perspectives on social emotional wellbeing in the middle years
The student-teacher relationship and ADHD symptomatology
Bidirectional associations among teachers' burnout and classroom relational climate across an academic year
The role of parenting self-efficacy on teacher-child relationships and parent-teacher communication
Early Maternal Sensitivity and Teacher–Student Relationship Quality Across Grade School
Preschool Quality Effects on Learning Behavior and Later Achievement in Germany
Investigating Bidirectional Links Between the Quality of Teacher–Child Relationships and Children’s Interest and Pre-Academic Skills in Literacy and Math
Investigating the contributions of active, playful learning to student interest and educational outcomes
Culturally responsive teaching, teacher-student relationship and school belongingness
Building strong teacher–child relationships in today’s kindergarten classroom
Observed Emotions as Predictors of Quality of Kindergartners’ Social Relationships
Bidirectionality in kindergarten children's school readiness and emotional regulation
The interaction between parental warmth and the teacher‐student relationship predicts changes in early elementary children's problem behaviors
A meta‐analysis of the association between teacher support and school engagement
Direct and indirect pathways from children’s early self-regulation to academic achievement in fifth grade in Norway
Bidirectional relations among executive function, teacher–child relationships, and early reading and math achievement
Elementary students’ effortful control and academic achievement
Preschool structural quality and student–teacher closeness are related to children's adjustment
Longitudinal associations among teacher–child relationship quality, behavioral engagement, and academic achievement
Bidirectional associations between vocabulary and self-regulation in preschool and their interplay with teacher–child closeness and autonomy support
First do no harm
Student–teacher relationship quality in children with and without ADHD
Back to school
Malleability, plasticity, and individuality
The Roles of Student-Teacher Relationship Quality and Classroom Self-Regulatory Supports for Children’s Self-Regulatory Skills in Kindergarten and First Grade
Feasibility and Acceptability of an Active Playful Learning Intervention for Kindergarten Teachers Using Instructional Coaching
Teacher-child relationship quality and Chinese toddlers’ developmental functioning
Associations between Student-Teacher Bonds and Oppositional Behavior Against Teachers in Adolescence
How knowledge of teacher-child interactions moderates the association between teacher-child relationships and children's self-regulation
The role of preschool teacher–child interactions in academic adjustment
Intentional self-regulation and peer relationship in the teacher-student relationship for learning engagement
ADHD and emotional engagement with school in the primary years
The Roles of Teacher Expectations and School Composition on Teacher-Child Relationship Quality
Making schools work
Analysis of Incomplete Multivariate Data
Enhancing relationships between children and teachers.
Teacher-student support, effortful engagement, and achievement
The role of emotion regulation in children's early academic success
Relating Effortful Control, Executive Function, and False Belief Understanding to Emerging Math and Literacy Ability in Kindergarten
Reciprocal Relations Between Teacher–Child Conflict and Aggressive Behavior in Kindergarten
How Does Your Kindergarten Classroom Affect Your Earnings? Evidence from Project Star
Social-motivational processes and interpersonal relationships
Trajectories of classroom externalizing behavior
The teacher-student relationship as a developmental context for children with internalizing or externalizing behavior problems.
Developmental Commentary
A New Approach to Integrating Data From Multiple Informants in Psychiatric Assessment and Research
Teacher–child interactions and children’s achievement trajectories across kindergarten and first grade.
Continuity and change in early school engagement
Contributions of teacher–child relationships to positive school adjustment during elementary school
Self-Regulation and School Readiness
Dynamics of Teacher–Student Relationships
The teacher-child relationship and children's early school adjustment
Teacher–Child Interactions in the Classroom
Cutoff criteria for fit indexes in covariance structure analysis
Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade
Missing data
In Search of Golden Rules
School Engagement
The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement
Preschoolers' Attachment to Mother and Risk for Adjustment Problems in Kindergarten
Teacher–Child Relationships from Kindergarten to Sixth Grade
Kindergartners' Temperament, Classroom Engagement, and Student–teacher Relationship
Teacher–child relationship quality
Child effortful control, teacher–student relationships, and achievement in academically at-risk children
An Ecological Perspective on the Transition to Kindergarten
Children's interpersonal behaviors and the teacher–child relationship
School readiness and later achievement
Teacher discipline and child misbehavior in day care
School readiness
Examining Teacher–Child Relationships and Achievement as Part of an Ecological Model of Development
Classroom Effects on Children’s Achievement Trajectories in Elementary School
Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills
Behavioral inhibition, sustained attention, and executive functions
| Unique citing works | 63 |
|---|---|
| Citations per year | 5,73 |
| Citation span | 2015 - 2026 (12) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 54 |