Factors Influencing Classroom Behavioral Engagement during the First Year at School

Autor/inn/en	Yang, Pei-Jung; Lamb, Michael E.
Titel	Factors Influencing Classroom Behavioral Engagement during the First Year at School
Quelle	In: Applied Developmental Science, 18 (2014) 4, S.189-200 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
DOI	10.1080/10888691.2014.924710
Schlagwörter	Performance Factors; Influences; Classroom Environment; Child Behavior; Learner Engagement; Classroom Observation Techniques; Conceptual Tempo; Attachment Behavior; Teacher Student Relationship; Interpersonal Relationship; Self Control; Age Differences; Gender Differences; Preschool Children; Attribution Theory; Longitudinal Studies; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Leistungsindikator; Influence; Einfluss; Einflussfaktor; Klassenklima; Unterrichtsklima; Attachment; Bindungsverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Selbstbeherrschung; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Großbritannien
Abstract	The present study examined child and school factors that might foster classroom behavioral engagement during the first year at school in a sample of 67 typically developing British 4-year-olds. The children were followed for 9 months from the summer before enrollment through the first 7 months of school. Our findings showed that effortful control and attachment security facilitated engagement, whereas impulsivity adversely affected engagement. The children's classroom engagement was further supported by close relationships with the teachers, but those who had more conflicts with the teachers or had developed avoidant feelings toward school tended to be more disengaged in the classroom. This study suggests that features of the child and environment collectively affect the early development of behavioral engagement at school, with some features possibly playing a more significant role at some than other phases during school transition. Limitations, implications, and suggestions for future research are discussed. (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10