ERIC Number: EJ907924
Record Type: Journal
Publication Date: 2010
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1522-7227
EISSN: N/A
Teacher-Child Interactions: Relations with Children's Self-Concept in Second Grade
Leflot, Geertje; Onghena, Patrick; Colpin, Hilde
Infant and Child Development, v19 n4 p385-405 Jul-Aug 2010
This study examined whether teacher-child interactions characterized by teacher involvement, structure, and autonomy support at the beginning of second grade predicted children's global, academic, social, and behavioural self-concept at the end of second grade. The study was conducted in 30 second grade classrooms with 570 children and their teachers. Data included teacher reports of teacher-child interactions and child reports of self-concept. Results showed that, when controlling for the initial level of self-concept, children's social self-concept was predicted by teacher involvement, structure, and autonomy support. In addition, teacher autonomy support predicted high academic self-concept. Finally, these teacher-child interaction characteristics did not contribute to the behavioural and global self-concept. The results were similar for boys and girls. (Contains 3 tables.)
Descriptors: Grade 2, Teacher Student Relationship, Interaction, Self Esteem, Elementary School Students, Elementary School Teachers, Personal Autonomy, Student Characteristics, Student Behavior, Academic Achievement, Teacher Attitudes, Student Attitudes, Predictor Variables, Gender Differences, Foreign Countries, Questionnaires
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium
Identifiers - Assessments and Surveys: Self Perception Profile for Children
Grant or Contract Numbers: N/A