An Integrative View of School Functioning: Transactions Between Self-Regulation, School Engagement, and Teacher-Child Relationship Quality

被引：130

作者：

Portilla, Ximena A. ^{[1
]}

Ballard, Parissa J. ^{[2
,3
]}

Adler, Nancy E. ^{[2
]}

Boyce, W. Thomas ^{[2
]}

Obradovic, Jelena ^{[1
]}

机构：

[1] Stanford Grad Sch Educ, Stanford, CA 94305 USA

[2] Univ Calif San Francisco, San Francisco, CA 94143 USA

[3] Univ Calif Berkeley, Berkeley, CA 94720 USA

来源：

CHILD DEVELOPMENT | 2014年 / 85卷 / 05期

关键词：

EFFORTFUL CONTROL; ACHIEVEMENT TRAJECTORIES; EXTERNALIZING BEHAVIOR; STUDENT RELATIONSHIPS; FIT INDEXES; CLASSROOM; KINDERGARTEN; ADJUSTMENT; ASSOCIATIONS; TEMPERAMENT;

D O I：

10.1111/cdev.12259

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

This study investigates the dynamic interplay between teacher-child relationship quality and children's behaviors across kindergarten and first grade to predict academic competence in first grade. Using a sample of 338 ethnically diverse 5-year-old children, nested path analytic models were conducted to examine bidirectional pathways between children's behaviors and teacher-child relationship quality. Low self-regulation in kindergarten fall, as indexed by inattention and impulsive behaviors, predicted more conflict with teachers in kindergarten spring and this effect persisted into first grade. Conflict and low self-regulation jointly predicted decreases in school engagement which in turn predicted first-grade academic competence. Findings illustrate the importance of considering transactions between self-regulation, teacher-child relationship quality, and school engagement in predicting academic competence.

引用

页码：1915 / 1931

页数：17

共 61 条

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