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Cited by 241Early Childhood Education and DevelopmentParental Involvement in EducationEducational Environments and Student Outcomes

Child effortful control, teacher–student relationships, and achievement in academically at-risk children: Additive and interactive effects

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Liew, Jeffrey, Chen, Qi, Hughes, Jan N.·2010·Early Childhood Research Quarterly
DOI 10.1016/j.ecresq.2009.07.005PMC PMC2786182
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Abstract

The joint contributions of child effortful control (using inhibitory control and task accuracy as behavioral indices) and positive teacher-student relationships at first grade on reading and mathematics achievement at second grade were examined in 761 children who were predominantly from low-income and ethnic minority backgrounds and assessed to be academically at-risk at entry to first grade. Analyses accounted for clustering effects, covariates, baselines of effortful control measures, and prior levels of achievement. Even with such conservative statistical controls, interactive effects were found for task accuracy and positive teacher-student relationships on future achievement. Results suggest that task accuracy served as a protective factor so that children with high task accuracy performed well academically despite not having positive teacher-student relationships. Further, positive teacher-student relationships served as a compensatory factor so that children with low task accuracy performed just as well as those with high task accuracy if they were paired with a positive and supportive teacher. Importantly, results indicate that the influence of positive teacher-student relationships on future achievement was most pronounced for students with low effortful control on tasks that require fine motor skills, accuracy, and attention-related skills. Study results have implications for narrowing achievement disparities for academically at-risk children.

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  • The estimated effect sizes for teacher-student relationships and achievement are larger for children who are academically or behaviorally at risk.

    “these estimated effect sizes are larger for children who are academically or behaviorally at risk (Hamre & Pianta 2001, Liew et al. 2010).”

    From School Readiness and Self-Regulation: A Developmental Psychobiological Approach (2015) · cites this paper as Liew et al. 2010

    The Results (Regression Analyses; page not available) report larger teacher–student relationship effect sizes for children with low task accuracy than for those with high task accuracy. The study examined academically at-risk children, but it did not compare effect sizes between academically at-risk and other children; low task accuracy is also not established as a measure of behavioral risk. (LLM, conf=0.85)

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Authors
Liew, J., Chen, Q., & Hughes, J. N.
Affiliations
Texas A&M University (US)
Corresponding author
Liew, Jeffrey
ORCID
Venue
Early Childhood Research Quarterly
Publisher
Elsevier BV
Published
2010-01
Volume
25
Issue
1
Pages
51-64
ISSN
0885-2006 (ISSN-L)
DOI
10.1016/j.ecresq.2009.07.005
PMC
PMC2786182
OpenAlex
W2004409876
Cited by
241
References
3
Citations by year
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FWCI
38.17
Type
journal article
Language
en
Open access
Licence
www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations
  • Early Childhood Research Quarterly (publishedVersion)
  • PubMed (publishedVersion)
  • PubMed Central (acceptedVersion)
Funders
Eunice Kennedy Shriver National Institute of Child Health and Human Development (R01HD039367)
Topics
  • Social Sciences › Education › Early Childhood Education and Development
  • Social Sciences › Education › Parental Involvement in Education
  • Social Sciences › Education › Educational Environments and Student Outcomes
Keywords
effortful control, inhibitory control, task accuracy, teacher-student relationship, academic performance, vulnerable children, low-income children, ethnic minority children, first grade, reading achievement, mathematics achievement, compensation effect, protective factors, achievement gap, fine motor skills, attentional capacity

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