TY - JOUR
T1 - Teacher-child relationship quality
T2 - The roles of child temperament and teacher-child interactions
AU - Rudasill, Kathleen Moritz
AU - Rimm-Kaufman, Sara E.
N1 - Funding Information:
The work reported herein was supported in part by the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care (U10-HD25449), NICHD R21-43750, and by the University of Virginia Interdisciplinary Doctoral Training Program in Education Sciences, Institute of Education Sciences U.S. Department of Education Award #R305B040049.
PY - 2009/6
Y1 - 2009/6
N2 - Young children's relationships with teachers predict social and academic success. This study examines contributions of child temperament (shyness, effortful control) and gender to teacher-child relationship quality both directly and indirectly through the frequency of teacher-child interactions in the classroom. Using an NICHD SECCYD sample of 819 first grade children, four findings emerged: (a) children's shyness, effortful control, and gender contributed directly to teacher-child conflict and closeness; (b) children's shyness contributed to the frequency of child-initiated teacher-child interactions, and children's effortful control contributed to the frequency of teacher-initiated teacher-child interactions; (c) shyness related to teacher-child closeness indirectly through the frequency of child-initiated teacher-child interactions; (d) the frequency of child- and teacher-initiated interactions contributed to each other. Results inform practitioners and researchers of characteristics that put children at risk for failure to form positive relationships with teachers.
AB - Young children's relationships with teachers predict social and academic success. This study examines contributions of child temperament (shyness, effortful control) and gender to teacher-child relationship quality both directly and indirectly through the frequency of teacher-child interactions in the classroom. Using an NICHD SECCYD sample of 819 first grade children, four findings emerged: (a) children's shyness, effortful control, and gender contributed directly to teacher-child conflict and closeness; (b) children's shyness contributed to the frequency of child-initiated teacher-child interactions, and children's effortful control contributed to the frequency of teacher-initiated teacher-child interactions; (c) shyness related to teacher-child closeness indirectly through the frequency of child-initiated teacher-child interactions; (d) the frequency of child- and teacher-initiated interactions contributed to each other. Results inform practitioners and researchers of characteristics that put children at risk for failure to form positive relationships with teachers.
KW - Effortful control
KW - Shyness
KW - Teacher-child interactions
KW - Teacher-child relationships
KW - Temperament
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U2 - 10.1016/j.ecresq.2008.12.003
DO - 10.1016/j.ecresq.2008.12.003
M3 - Article
AN - SCOPUS:65149101706
SN - 0885-2006
VL - 24
SP - 107
EP - 120
JO - Early Childhood Research Quarterly
JF - Early Childhood Research Quarterly
IS - 2
ER -