Teacher-child relationships and academic achievement: A multilevel propensity score model approach

被引：112

作者：

McCormick, Meghan P. ^{[1
]}

O'Connor, Erin E. ^{[2
]}

Cappella, Elise ^{[1
]}

McClowry, Sandee G. ^{[1
]}

机构：

[1] NYU, Dept Appl Psychol, New York, NY 10003 USA

[2] NYU, Dept Teaching & Learning, New York, NY 10003 USA

来源：

JOURNAL OF SCHOOL PSYCHOLOGY | 2013年 / 51卷 / 05期

关键词：

Teacher-child relationships; Achievement; Methodology; Causal inference; STUDENT RELATIONSHIPS; ELEMENTARY-SCHOOL; AUDIO-CASI; TRAJECTORIES; PRESCHOOL; CLASSROOM; QUALITY; FAMILY; RISK; KINDERGARTEN;

D O I：

10.1016/j.jsp.2013.05.001

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

A robust body of research finds positive cross-sectional and longitudinal associations between teacher-child relationships and children's academic achievement in elementary school. Estimating the causal effect of teacher-child relationships on children's academic achievement, however, is challenged by selection bias at the individual and school level. To address these issues, we used two multilevel propensity score matching approaches to estimate the effect of high-quality teacher-child relationships in kindergarten on math and reading achievement during children's transition to first grade. Multi-informant data were collected on 324 low-income, Black and Hispanic students, and 112 kindergarten and first-grade teachers. Results revealed significant effects of high-quality teacher-child relationships in kindergarten on math achievement in first grade. No significant effects of teacher-child relationships were detected for reading achievement. Implications for intervention development and public policy are discussed. (C) 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

引用

页码：611 / 624

页数：14

共 83 条

[71] THE CENTRAL ROLE OF THE PROPENSITY SCORE IN OBSERVATIONAL STUDIES FOR CAUSAL EFFECTS [J].