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A developmental cascade of early teacher-child relationships : = Implications for academic performance.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A developmental cascade of early teacher-child relationships :/
Reminder of title:	Implications for academic performance.
Author:	Boye, Jason E.
Description:	1 online resource (125 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 76-04, Section: B.
Contained By:	Dissertations Abstracts International76-04B.
Subject:	Early childhood education. -
Online resource:	click for full text (PQDT)
ISBN:	9781321203691

A developmental cascade of early teacher-child relationships : = Implications for academic performance.
Boye, Jason E.

A developmental cascade of early teacher-child relationships :Implications for academic performance. - 1 online resource (125 pages)

Source: Dissertations Abstracts International, Volume: 76-04, Section: B.

Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2014.

Includes bibliographical references

Kindergarten teacher-child relationships have been identified as important and salient contributors to child school success across multiple domains. However, less attention has focused on what early factors impact the development of a positive teacher-child relationship in kindergarten. This study presents a developmental cascade model that examines how the interaction of early maternal warmth and emotion regulation impacts the development of kindergarten-teacher child relationships, which in turn, impacts later academic performance. It was hypothesized that high levels of maternal warmth and adaptive emotion regulation at the transition to school (age 5) would each directly predict positive teacher-child relationships in kindergarten which in turn would predict academic performance concurrently and two years later. A series of structural equation models (SEM) were examined to test these hypotheses in a sample of children who participated in the ongoing longitudinal RIGHT Track project at ages 2, 4, 5, and 7 years. Results indicated that neither maternal warmth nor emotion regulation at 5 years predicted kindergarten teacher-child relationships. Four year adaptive emotion regulation; however, significantly predicted positive kindergarten teacher-child relationships. In addition, the kindergarten teacher-child relationship was associated with concurrent academic performance and had a significant indirect effect to second grade academic performance. Exploratory analyses indicated that maternal hostility at 5 years negatively predicted the kindergarten teacher-child relationship. Future research should consider additional child and parenting behaviors that may predict the development of kindergarten teacher-child relationships.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9781321203691Subjects--Topical Terms:

557157
Early childhood education.
Subjects--Index Terms:

Academic performanceIndex Terms--Genre/Form:

554714
Electronic books.

A developmental cascade of early teacher-child relationships : = Implications for academic performance.
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