Teacher Depressive Symptoms and Child Math Achievement in Head Start: The Roles of Family-Teacher Relationships and Approaches to Learning

Autor/inn/en	Jeon, Shinyoung; Jeon, Lieny; Lang, Sarah; Newell, Kaitlyn
Titel	Teacher Depressive Symptoms and Child Math Achievement in Head Start: The Roles of Family-Teacher Relationships and Approaches to Learning
Quelle	In: Child Development, 92 (2021) 6, S.2478-2495 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jeon, Shinyoung)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13601
Schlagwörter	Depression (Psychology); Symptoms (Individual Disorders); Teacher Characteristics; Mathematics Achievement; Disadvantaged Youth; Preschool Education; Family School Relationship; Learning Strategies; Teacher Role; Preschool Children + Suchen Sie Ihr Suchwort? Psychiatrische Symptomatik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Benachteiligter Jugendlicher; Pre-school education; Vorschulerziehung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lehrerrolle; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule
Abstract	This study examined the direct and indirect associations of teachers' depressive symptoms with children's math achievement through teachers' reports of family-teacher relationships and children's approaches to learning (ATL) in Head Start. This study included 3- and 4-year-old 1,547 children (49% female; 27% White, 24% Black, 41% Hispanic/Latino, and 8% others) who attended Head Start from fall 2014 through spring 2015. Results indicated that teachers' depressive symptoms were directly associated with lower gains in children's math skills over a year. In addition, teachers who reported higher depressive symptoms were less likely to report positive family-teacher relationships. This, in turn, resulted in lower gains in children's ATL and was associated with lower achievement in math skills (r[superscript 2] = 0.69). (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01