期刊
AMERICAN EDUCATIONAL RESEARCH JOURNAL
卷 44, 期 2, 页码 340-369出版社
SAGE PUBLICATIONS INC
DOI: 10.3102/0002831207302172
关键词
achievement; teacher-child relationships; third grade
The purpose of the present study is to examine associations between quality of teacher-child relationships from preschool through third grade and children's third-grade achievement using Phases I, II, and III data from the National Institute of Child Health and Human Development Study of Early Care and Education, a prospective study of 1,364 children from birth through sixth grade. There are three main findings. First, positive associations were found between quality of teacher-child relationships and achievement. Second high quality teacher-child relationships buffered children from the negative effects of insecure or other maternal attachment on achievement. Third, the effect of quality of teacher-child relationships on achievement was mediated through child and teacher behaviors in the classroom. In sum, high quality teacher-child relationships fostered children's achievement. Implications for educational practice are discussed.
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