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ERIC Number: EJ825080
Record Type: Journal
Publication Date: 2008
Pages: 17
Abstractor: As Provided
Reference Count: 60
ISSN: ISSN-0279-6015
Positive Mother-Child Interactions in Kindergarten: Predictors of School Success in High School
Gregory, Anne; Rimm-Kaufman, Sara
School Psychology Review, v37 n4 p499-515 2008
This longitudinal study followed 142 children to determine whether the quality of mother-child interactions, as measured in kindergarten, predicted high school academic achievement and attainment. Findings showed that, regardless of race/ethnicity, socioeconomic status, gender, and IQ, positive mother-child interactions in kindergarten were associated with an increased likelihood of high school graduation and, for some students, a higher grade-point average by 12th grade. However, mother-child interactions in kindergarten were not related to reading or math achievement test scores. The findings suggest that school psychologists should attend to children's interactions with their caregivers during their earliest years of school to forecast and deflect future problems given the long-lasting importance of early mother-child interactions for children's educational attainment and the protective function of such interactions for children facing risk. (Contains 5 tables and 1 figure.)
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Grade 12; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A