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Longitudinal Effects of Teacher and Student Perceptions of Teacher-Student Relationship Qualities on Academic Adjustment
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Hughes, Jan N. – Elementary School Journal, 2011
The shared and unique effects of teacher and student reports of teacher-student relationship quality (TSRQ) in second and third grade on academic self-views, behavioral engagement, and achievement the following year were investigated in a sample of 714 academically at-risk students. Teacher and student reports of teacher-student support and…
Descriptors: Student Attitudes, At Risk Students, Grade 3, Grade 2
Who Is Retained in First Grade? A Psychosocial Perspective
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Willson, Victor L.; Hughes, Jan N. – Elementary School Journal, 2009
A sample of 784 children with below-median literacy performance in kindergarten or at the beginning of grade 1 was assessed in 5 areas of psychological and social variables: academic competence, sociodemographic characteristics, social/emotional/behavioral characteristics, school context, and home environment. We examined the contribution of…
Descriptors: Mathematics Achievement, Grade 1, Grade Repetition, Low Achievement
The Short-Term Effect of Grade Retention on Peer Relations and Academic Performance of At-Risk First Graders
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Gleason, Katie A.; Kwok, Oi-man; Hughes, Jan N. – Elementary School Journal, 2007
Using latent variable structural equation modeling, we tested a theoretical model positing that grade retention has a positive effect on children's teacher- and peer-rated academic competencies and on sociometric measures of peer acceptance. We also expected that the positive effect of grade retention on peer acceptance would be mediated by…
Descriptors: Grade 1, Grade 2, Peer Acceptance, Grade Repetition