Literaturnachweis - Detailanzeige
| Autor/inn/en | Portilla, Ximena A.; Ballard, Parissa J.; Adler, Nancy E.; Boyce, W. Thomas; Obradovic, Jelena |
|---|---|
| Titel | An Integrative View of School Functioning: Transactions between Self-Regulation, School Engagement, and Teacher-Child Relationship Quality |
| Quelle | In: Child Development, 85 (2014) 5, S.1915-1931 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0009-3920 |
| DOI | 10.1111/cdev.12259 |
| Schlagwörter | Teacher Student Relationship; Child Behavior; Kindergarten; Young Children; Grade 1; Elementary School Students; Path Analysis; Self Management; Conflict; Learner Engagement; Academic Ability; Prediction |
| Abstract | 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. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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