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ERIC Number: EJ863498
Record Type: Journal
Publication Date: 2009-Dec
Pages: 23
Abstractor: As Provided
Reference Count: 71
ISSN: ISSN-0013-5984
Predicting School Adjustment in Early Elementary School: Impact of Teacher-Child Relationship Quality and Relational Classroom Climate
Buyse, Evelien; Verschueren, Karine; Verachtert, Pieter; Van Damme, Jan
Elementary School Journal, v110 n2 p119-141 Dec 2009
This longitudinal study evaluated the impact of dyadic and classroom-level teacher-child relationship quality in first grade on children's psychosocial and academic adjustment in first (N = 3,784), second (N = 3,666), and third (N = 3,582) grade, controlling for several child features, namely, child demographics and children's initial levels of adjustment in kindergarten. Results of multilevel hierarchical regression analyses showed that first-grade dyadic relationship variables (i.e., teacher-child conflict and closeness) as well as classroom relational climate variables (i.e., the average level of teacher-child conflict and closeness in the classroom) were associated with children's psychosocial adjustment in the first years of primary school. Associations between first-grade dyadic relationship quality and classroom relational climate, on the one hand, and academic achievement on the other, however, were negligible. (Contains 4 notes, 6 tables, and 3 figures.)
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium