亲密度
社会经济地位
阅读(过程)
学业成绩
数学教育
民族
心理学
纵向研究
发展心理学
数学
人口
医学
社会学
政治学
数学分析
统计
环境卫生
人类学
法学
作者
Daniel B. Hajovsky,Steven R. Chesnut,Morgan K. Sekula,Daniel Schenkel,Oi‐Man Kwok
标识
DOI:10.1080/00221325.2023.2279728
摘要
Teacher-student relationships (TSR) have been a key focus of study for developmental and educational psychology researchers interested in improving proximal and distal academic outcomes for children and youth. Although prior empirical work suggests some degree of association between TSR and achievement, the co-development of TSR and achievement during elementary grades remains unclear with most findings limited to reading and mathematics achievement. The current study used parallel process growth curve models (PPGCMs) to examine the longitudinal growth trajectories of teacher-student closeness and conflict, and science, reading, and mathematics achievement simultaneously for children followed from kindergarten to third grade in the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 (N = 13,490). Findings from the final PPGCM showed teacher-student closeness in kindergarten was positively associated with science, reading and mathematics achievement in kindergarten (r = 0.234 to 0.277) and the linear growth of achievement through third grade (r = 0.068 to 0.156). Teacher-student conflict in kindergarten was negatively associated with science, reading, and mathematics achievement in kindergarten (r = −0.099 to −0.203) and the linear growth of achievement through third grade (r = −0.081 to −0.135). Child biological sex, family socioeconomic status, and child racial and ethnic identity predicted TSR and achievement developmental trends. Implications of the findings and future directions for research are discussed.
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