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ERIC Number: EJ798212
Record Type: Journal
Publication Date: 2008-Jul
Pages: 17
Abstractor: As Provided
Reference Count: 47
ISBN: N/A
ISSN: ISSN-0033-3085
Child Race and Gender as Moderators of the Association between Teacher-Child Relationships and School Adjustment
Murray, Christopher; Waas, Gregory A.; Murray, Kelly M.
Psychology in the Schools, v45 n6 p562-578 Jul 2008
This investigation examines teacher and child perceptions of teacher-child relationships and early school adjustment among children (N = 157) in low-income urban schools. Consistent with prior research, findings indicated that teacher-child relationships were associated with early school adjustment; however, the strength of this association varied depending on perspective (i.e., teacher vs. student) and by student characteristic. Associations between predictor and criterion variables were stronger for within-rater perspectives than across raters. Children's race moderated the association between teacher-child relationships and early school adjustment when examining data from the same source (i.e., teacher) and across raters (i.e., teacher and student). Gender did not moderate these associations. The implications of these findings for future research focused on understanding teacher-child relationships are discussed. (Contains 5 tables and 5 figures.)
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A