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Autor/inn/en | Rucinski, Christina L.; Brown, Joshua L.; Downer, Jason T. |
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Titel | Teacher-Child Relationships, Classroom Climate, and Children's Social-Emotional and Academic Development |
Quelle | In: Journal of Educational Psychology, 110 (2018) 7, S.992-1004 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-0663 |
DOI | 10.1037/edu0000240 |
Schlagwörter | Teacher Student Relationship; Classroom Environment; Social Development; Emotional Development; Cognitive Development; Teacher Attitudes; Student Attitudes; Elementary School Students; Elementary School Teachers; Urban Schools; Grade 3; Grade 4; Grade 5; Conflict; Aggression; Language Arts; Academic Achievement; Interaction; New York (New York); Student Teacher Relationship Scale Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenklima; Unterrichtsklima; Soziale Entwicklung; Gefühlsbildung; Kognitive Entwicklung; Lehrerverhalten; Schülerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Konflikt; Sprachkultur; Schulleistung; Interaktion |
Abstract | Previous research has demonstrated that teacher-child relationship quality and classroom emotional climate are each related to children's social-emotional and academic development, yet work examining interactional quality at both child and classroom levels simultaneously is limited. The current study examines whether teacher-child relationship quality as perceived by both teachers and children is associated with child social-emotional and academic outcomes over one school year and whether these associations are moderated by the quality of classroom emotional climate. Participants included 526 Grade 3-5 students and their 35 teachers from six urban public elementary schools. Higher child-reported relationship quality with teachers predicted lower child-reported depressive symptoms in spring, controlling for fall levels. Higher teacher-reported conflict was related to higher child-reported and teacher-reported aggression and lower ELA achievement. A significant cross-level interaction between classroom-level emotional support and teacher-reported conflict in predicting teacher-reported aggression indicated that higher quality classroom emotional climate may mitigate risk of aggression for children with poor-quality teacher relationships. Yet an overall lack of significant interaction effects indicates that classroom-level emotional support did not compensate for low-quality dyadic relationships, suggesting that teachers in upper elementary school should be trained and supported in developing and maintaining positive relationships with each of their students. (As Provided). |
Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |