ERIC Number: EJ1061902
Record Type: Journal
Publication Date: 2015-May
Abstractor: As Provided
Reference Count: 80
Teacher-Child Relationship Quality and Academic Achievement in Elementary School: Does Gender Matter?
McCormick, Meghan P.; O'Connor, Erin E.
Journal of Educational Psychology, v107 n2 p502-516 May 2015
Using data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1,364) and 2-level hierarchical linear models with site fixed effects, we examined between- and within-child associations between teacher-child relationship closeness and conflict and standardized measures of children's math and reading achievement from 1st through 5th grades. In addition, we tested whether longitudinal effects varied by gender. Results revealed a between-child effect of conflict and a within-child effect of closeness on reading achievement for the full sample. In addition, there were moderated between- and within-child effects of conflict on math achievement: Girls with more conflictual relationships showed lower overall levels of math achievement and less growth in math achievement than did boys with similar levels of conflict. Implications are discussed.
Descriptors: Teacher Student Relationship, Academic Achievement, Elementary School Teachers, Elementary School Students, Gender Differences, Hierarchical Linear Modeling, Standardized Tests, Mathematics Achievement, Reading Achievement, Longitudinal Studies, Interpersonal Relationship, Outcome Measures, Likert Scales, Teacher Characteristics, Student Characteristics, Family Characteristics, Effect Size, Models, Schematic Studies
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A080512