Teachers' Emotional Support Consistency Predicts Children's Achievement Gains and Social Skills

被引:121
作者
Curby, Timothy W. [1 ]
Brock, Laura L. [2 ]
Hamre, Bridget K. [3 ]
机构
[1] George Mason Univ, Dept Psychol, Fairfax, VA 22030 USA
[2] Coll Charleston, Dept Teacher Educ, Charleston, SC USA
[3] Univ Virginia, Curry Sch Educ, Charlottesville, VA 22903 USA
关键词
ACADEMIC-ACHIEVEMENT; SELF-ESTEEM; ATTACHMENT; KINDERGARTEN; CLASSROOM; STABILITY; RESOURCE;
D O I
10.1080/10409289.2012.665760
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Research Findings: It is widely acknowledged that consistent, high-quality teacherstudent interactions promote optimal developmental outcomes for children. Previous research on the quality of teacherstudent interactions provides empirical support for this premise. Little research has been conducted on the consistency of teacherstudent interactions. This study examines whether consistency in teachers' emotional support is related to better academic and social outcomes for children. Multiple observations were conducted in 694 prekindergarten classrooms. Mean levels of emotional support and consistency of emotional support were used as predictors in multilevel models. Results indicated that when mean levels of emotional support were controlled, within-day consistency of emotional support predicted several academic outcomes in prekindergarten as well as social competence in kindergarten. Practice or Policy: Results indicate that teachers' consistency of emotional support is a salient aspect of children's classroom environment. Findings suggest that consistency should be considered when evaluating teachers' emotionally supportive interactions.
引用
收藏
页码:292 / 309
页数:18
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