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ERIC Number: EJ830318
Record Type: Journal
Publication Date: 2009
Pages: 14
Abstractor: As Provided
Reference Count: 61
ISSN: ISSN-0885-2006
The Role of Child Gender and Ethnicity in Teacher-Child Relationship Quality and Children's Behavioral Adjustment in Preschool
Ewing, Allison R.; Taylor, Angela R.
Early Childhood Research Quarterly, v24 n1 p92-105 2009
The present study examined the role of child gender, child ethnicity, and teacher-child ethnic match in moderating the association between teacher-child relationship quality and children's classroom behavioral adjustment. The study was conducted using data from an ethnically diverse sample of 301 Head Start children and their teachers. Teacher-child conflict was found to be a stronger predictor of hostile-aggressive behavior for boys than girls. In contrast, teacher-child closeness was found to be more predictive of school competence for girls than boys. Similar patterns of association were found between teacher-child relationship quality and school behavioral adjustment for Non-Hispanic, white children and those of Mexican-origin. Results also revealed that teacher-child ethnic match did not moderate the association between teacher-child relationship quality and child behavioral adjustment. (Contains 3 figures and 7 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A