NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ907924
Record Type: Journal
Publication Date: 2010
Pages: 21
Abstractor: As Provided
Reference Count: 102
ISBN: N/A
ISSN: ISSN-1522-7227
Teacher-Child Interactions: Relations with Children's Self-Concept in Second Grade
Leflot, Geertje; Onghena, Patrick; Colpin, Hilde
Infant and Child Development, v19 n4 p385-405 Jul-Aug 2010
This study examined whether teacher-child interactions characterized by teacher involvement, structure, and autonomy support at the beginning of second grade predicted children's global, academic, social, and behavioural self-concept at the end of second grade. The study was conducted in 30 second grade classrooms with 570 children and their teachers. Data included teacher reports of teacher-child interactions and child reports of self-concept. Results showed that, when controlling for the initial level of self-concept, children's social self-concept was predicted by teacher involvement, structure, and autonomy support. In addition, teacher autonomy support predicted high academic self-concept. Finally, these teacher-child interaction characteristics did not contribute to the behavioural and global self-concept. The results were similar for boys and girls. (Contains 3 tables.)
Wiley-Blackwell. 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: Elementary Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium
Identifiers - Assessments and Surveys: Self Perception Profile for Children