Teachers, Afterschool Program Staff, and Mothers: Relationships with Key Adults and Children's Adjustment in Early Elementary School

Autor/inn/en	Liu, Yangyang; Simpkins, Sandra D.; Vandell, Deborah Lowe
Titel	Teachers, Afterschool Program Staff, and Mothers: Relationships with Key Adults and Children's Adjustment in Early Elementary School
Quelle	In: Applied Developmental Science, 26 (2022) 2, S.389-403 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
DOI	10.1080/10888691.2020.1826321
Schlagwörter	After School Programs; Mothers; Elementary School Students; Student Adjustment; Elementary School Teachers; Grade 1; Grade 2; Interpersonal Relationship + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Mother; Mutter; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	According to bioecological theory, children's experiences in one developmental setting are meaningful for their adjustment in other settings. In the current study, the quality of children's relationships with classroom teachers, afterschool program staff, and mothers in 1st grade (n = 137) were examined in relation to their academic, social-emotional, and behavioral adjustment at school in 2nd grade. Closeness and conflict varied across these three adult-child relationships. Our hypotheses were partially supported such that higher teacher-child conflict in 1st grade related to poorer work habits and cooperation in 2nd grade. More conflict with afterschool staff in 1st grade was associated with lower social self-control and more externalizing behaviors at school in 2nd grade. Closeness was not related to children's adjustment in 2nd grade. These findings highlight the potential negative implications of conflictual relationships with teachers and afterschool staff for children's school adjustment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01