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ERIC Number: EJ1210878
Record Type: Journal
Publication Date: 2019-Jan
Pages: 26
Abstractor: As Provided
ISSN: ISSN-0272-930X
Cumulative Family Stressors and Kindergarten Adjustment: The Exacerbating Role of Teacher-Child Conflict
Pratt, Megan E.; Swanson, Jodi; van Huisstede, Lauren; Gaias, Larissa M.
Merrill-Palmer Quarterly: Journal of Developmental Psychology, v65 n1 Article 2 p28-53 Jan 2019
Multiple, simultaneous stressors in the family context during early childhood may compromise healthy adjustment to school, with potential long-term implications. Moreover, stressors across multiple contexts (e.g., home and school) can exacerbate the negative influences of stress on children's functioning. We investigated associations between parent-reported accumulated burden of family stressors and standardized early literacy and math scores, teacher-reported classroom participation, and child-reported school liking among 175 kindergartners. We also examined whether teacher-child conflict (i.e., a classroom stressor) exacerbated associations. Cumulative family stressors were negatively associated with children's early literacy, early math, and classroom participation, but were unrelated to school liking. High levels of teacher-child conflict worsened these associations for literacy (significantly) and classroom participation (at trend level). The combination of both high levels of cumulative family stressors and a highly conflictual relationship with teachers was negatively associated with school liking. No interaction was detected for math. Results highlight the role of family stress for school adjustment and address implications of conflictual teacher-child relationships for vulnerable children at the transition to formal schooling.
Wayne State University Press. The Leonard N. Simons Building, 4809 Woodward Avenue, Detroit, MI 48201-1309. Tel: 800-978-7323; Fax: 313-577-6131; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Student Teacher Relationship Scale; Woodcock Johnson Tests of Achievement