Teacher-student support, effortful engagement, and achievement: A 3-year longitudinal study.
Top Cited Papers
- 1 January 2008
- journal article
- Published by American Psychological Association (APA) in Journal of Educational Psychology
- Vol. 100 (1), 1-14
- https://doi.org/10.1037/0022-0663.100.1.1
Abstract
Measures of teacher-student relationship quality (TSRQ), effortful engagement, and achievement in reading and math were collected once each year for 3 consecutive years, beginning when participants were in 1st grade, for a sample of 671 (53.1% male) academically at-risk children attending 1 of 3 school districts in Texas. In separate latent variable structural equation models, the authors tested the hypothesized model, in which Year 2 effortful engagement mediated the association between Year 1 TSRQ and Year 3 reading and math skills. Conduct engagement was entered as a covariate in these analyses to disentangle the effects of effortful engagement and conduct engagement. Reciprocal effects of effortful engagement on TSRQ and of achievement on effortful engagement were also modeled. Results generally supported the hypothesized model. Year 1 variables had a direct effect on Year 3 variables, above year-to-year stability. Findings suggest that achievement, effortful engagement, and TSRQ form part of a dynamic system of influences in the early grades, such that intervening at any point in this nexus may alter children's school trajectories.Keywords
This publication has 30 references indexed in Scilit:
- Influence of student-teacher and parent-teacher relationships on lower achieving readers' engagement and achievement in the primary grades.Journal of Educational Psychology, 2007
- Confidence Limits for the Indirect Effect: Distribution of the Product and Resampling MethodsMultivariate Behavioral Research, 2004
- Emotional Security With Teachers and Children's Stress Reactivity: A Comparison of Special-Education and Regular-Education ClassroomsJournal of Clinical Child & Adolescent Psychology, 2003
- School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry.American Psychologist, 2002
- Children's interpersonal behaviors and the teacher-child relationship.Developmental Psychology, 1998
- Children's Relationships with Peers: Differential Associations with Aspects of the Teacher-Child RelationshipChild Development, 1994
- Temperament and the development of personality.Journal of Abnormal Psychology, 1994
- First-grade classroom behavior: its short- and long-term consequences for school performance.1993
- Student/Teacher Relations and Attitudes toward Mathematics Before and After the Transition to Junior High SchoolChild Development, 1989
- ELIMINATING DISCIPLINE PROBLEMS BY STRENGTHENING ACADEMIC PERFORMANCE1Journal of Applied Behavior Analysis, 1974