The cumulative, timing-specific, and enduring associations between student-teacher relationships and early elementary outcomes.

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Tác giả: Arya Ansari, M Nicole Buckley, Michael Gottfried, S Colby Woods

Ngôn ngữ: eng

Ký hiệu phân loại:

Thông tin xuất bản: United States : Child development , 2025

Mô tả vật lý:

Bộ sưu tập: NCBI

ID: 729524

 Using data from the Early Childhood Longitudinal Study-Kindergarten Class of 2011 (n = 14,370
  51% Male
  51% White
  14% Black
  25% Hispanic
  4% Asian
  and 6% Other), this study examined the cumulative, timing-specific, and enduring associations between student-teacher relationships in the United States and a broad range of student outcomes. Student-teacher conflict and closeness were consistently associated with outcomes between kindergarten and third grade, both contemporaneously and over time. The main exception was for student absenteeism, where there were less consistent associations with student-teacher conflict. Cumulative models underscore the significance of the overall experiences of high-quality relationships over time. Despite little evidence of variability, girls fared less well socially due to more conflictual and less close relationships with their teachers than boys.
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