Teacher-Child Relationships and Child Temperament in Early Achievement

Ashleigh Collins and Erin O’Connor

Journal of Educational and Developmental Psychology, 2016, vol. 6, issue 1, 173

Abstract: Teacher-child relationship quality and child temperament have been associated with children’s school adjustment and academic performance. However, few studies explore the influence of both child temperament and teacher-child relationship quality on children’s academic development. This study investigates the role of teacher-child relationships on kindergarten children’s temperament and academic performance. Study participants were comprised of 324 kindergarten students, attending 22 schools in urban, low-income communities. A multivariate regression analysis was used to explore whether teacher-child relationships moderate or mediate the association between child temperament and academic performance. The study reinforces previous findings that conflictual teacher-child relationships inhibit children’s academic performance and close teacher-child relationships promote children’s academic performance. For cautious children, close teacher-child relationships moderate mathematics performance. For high maintenance children, conflictual teacher-child mediate children’s critical thinking. The findings have implications for teacher training, on-going teacher development, and the promotion of early academic development for children at-risk for underachievement.

Date: 2016
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
http://www.ccsenet.org/journal/index.php/jedp/article/download/55421/31298 (application/pdf)
http://www.ccsenet.org/journal/index.php/jedp/article/view/55421 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:ibn:jedpjl:v:6:y:2016:i:1:p:173

Access Statistics for this article

More articles in Journal of Educational and Developmental Psychology from Canadian Center of Science and Education Contact information at EDIRC.
Bibliographic data for series maintained by Canadian Center of Science and Education ().