Teacher-Child Relationship Quality and Academic Achievement in Elementary School: Does Gender Matter?

Autor/inn/en	McCormick, Meghan P.; O'Connor, Erin E.
Titel	Teacher-Child Relationship Quality and Academic Achievement in Elementary School: Does Gender Matter?
Quelle	In: Journal of Educational Psychology, 107 (2015) 2, S.502-516 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0037457
Schlagwörter	Teacher Student Relationship; Academic Achievement; Elementary School Teachers; Elementary School Students; Gender Differences; Hierarchical Linear Modeling; Standardized Tests; Mathematics Achievement; Reading Achievement; Longitudinal Studies; Interpersonal Relationship; Outcome Measures; Likert Scales; Teacher Characteristics; Student Characteristics; Family Characteristics; Effect Size; Models; Schematic Studies + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Schulleistung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Geschlechterkonflikt; Standadised tests; Standardisierter Test; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Likert-Skala; Analogiemodell; Schematheorie
Abstract	Using data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1,364) and 2-level hierarchical linear models with site fixed effects, we examined between- and within-child associations between teacher-child relationship closeness and conflict and standardized measures of children's math and reading achievement from 1st through 5th grades. In addition, we tested whether longitudinal effects varied by gender. Results revealed a between-child effect of conflict and a within-child effect of closeness on reading achievement for the full sample. In addition, there were moderated between- and within-child effects of conflict on math achievement: Girls with more conflictual relationships showed lower overall levels of math achievement and less growth in math achievement than did boys with similar levels of conflict. Implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01