Early Elementary Teacher Ratings of Behavior as Predictors of Grade Retention: Race, Gender, and Socioeconomic Status as Potential Moderators

Autor/inn/en	Mattison, Amira; Raffaele Mendez, Linda M.; Dedrick, Robert; Dickinson, Sarah; Wingate, Emily; Hanks, Camille
Titel	Early Elementary Teacher Ratings of Behavior as Predictors of Grade Retention: Race, Gender, and Socioeconomic Status as Potential Moderators
Quelle	In: Psychology in the Schools, 55 (2018) 10, S.1171-1187 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Raffaele Mendez, Linda M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22192
Schlagwörter	Preschool Teachers; Teacher Attitudes; Kindergarten; Predictor Variables; Child Behavior; Grade Repetition; Race; Sex; Socioeconomic Status; Elementary School Students; Behavior Problems; Aggression; Learner Engagement; Gender Differences; At Risk Students; Children; Surveys; Longitudinal Studies; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Prädiktor; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Rasse; Abstammung; Geschlecht; Geschlechtsverkehr; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Child; Kind; Kinder; Survey; Umfrage; Befragung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Our goals in this study were to examine (a) the degree to which teacher perceptions of children's behavior in kindergarten (averaged across fall and spring for each child) predict retention by Grade 5 and (b) whether these relationships are moderated by student race, gender, or socioeconomic status (SES). Data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) were used to examine how Externalizing Problem Behavior (EPB; e.g., aggression, defiance) and Weak Approaches To Learning (WATL; low enthusiasm for/engagement in learning) were related to retention among children identified as Black or White (N = 6,750). Results showed that both types of behavior ratings were significant predictors of retention. There was a 46% increase in the odds of retention for every one-unit increase in EPB (OR = 1.46, p < 0.001) and a 261% increase in the odds of retention for every one-unit increase in WATL (OR = 3.61, p < 0.001). Gender moderated the relationship between EPB and retention and WATL and retention. Students who were female with EPB or WATL were at higher risk for being retained than their male peers. Implications for educators, researchers, and policymakers are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01