ERIC Number: EJ863498
Record Type: Journal
Publication Date: 2009-Dec
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-5984
EISSN: N/A
Predicting School Adjustment in Early Elementary School: Impact of Teacher-Child Relationship Quality and Relational Classroom Climate
Buyse, Evelien; Verschueren, Karine; Verachtert, Pieter; Van Damme, Jan
Elementary School Journal, v110 n2 p119-141 Dec 2009
This longitudinal study evaluated the impact of dyadic and classroom-level teacher-child relationship quality in first grade on children's psychosocial and academic adjustment in first (N = 3,784), second (N = 3,666), and third (N = 3,582) grade, controlling for several child features, namely, child demographics and children's initial levels of adjustment in kindergarten. Results of multilevel hierarchical regression analyses showed that first-grade dyadic relationship variables (i.e., teacher-child conflict and closeness) as well as classroom relational climate variables (i.e., the average level of teacher-child conflict and closeness in the classroom) were associated with children's psychosocial adjustment in the first years of primary school. Associations between first-grade dyadic relationship quality and classroom relational climate, on the one hand, and academic achievement on the other, however, were negligible. (Contains 4 notes, 6 tables, and 3 figures.)
Descriptors: Prediction, Student Adjustment, Grade 1, Classroom Environment, Teacher Student Relationship, Elementary School Students, Elementary School Teachers, Grade 2, Grade 3, Kindergarten, Psychological Patterns, Social Influences, Foreign Countries
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.journal.uchicago.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium
Grant or Contract Numbers: N/A