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ERIC Number: EJ1023907
Record Type: Journal
Publication Date: 2013
Pages: 25
Abstractor: As Provided
ISSN: ISSN-1040-9289
Predictors of Children's Kindergarten Classroom Engagement: Preschool Adult-Child Relationships, Self-Concept, and Hyperactivity/Inattention
Searle, Amelia Kate; Miller-Lewis, Lauren R.; Sawyer, Michael G.; Baghurst, Peter A.
Early Education and Development, v24 n8 p1112-1136 2013
The aim of this prospective study was to identify preschool factors that are associated with children's classroom engagement during their 1st school year. The study was guided by a social-motivational process model that highlights the importance of parent-child and teacher-child relationships in promoting engagement. In preschool, parents and teachers completed questionnaires assessing children's ("n" = 562) parent-child and teacher-child relationships, global self-concept, and mental health problems. Teachers rated children's engagement levels 1 year later in kindergarten. Research Findings: Results from structural equation modeling suggested that experiencing good-quality relationships with parents and teachers and positive self-concept during preschool were only indirectly associated with children's kindergarten classroom engagement through their negative associations with hyperactivity/inattention; only hyperactivity/inattention had a significant direct (small-moderate and negative) association with children's engagement. Practice or Policy: Interventions that improve adult-child relationships may reduce childhood hyperactivity/inattention during preschool and potentially improve children's engagement, helping them start school ready and eager to learn.
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Identifiers - Assessments and Surveys: Strengths and Difficulties Questionnaire; Student Teacher Relationship Scale
Grant or Contract Numbers: N/A