The DOI matches its Crossref record; 11 of the 11 references it cites were found in a registry or an index.
Influence of student-teacher and parent-teacher relationships on lower achieving readers' engagement and achievement in the primary grades.
Open accessAbstract
Participants were 443 (52.6% male, 47.4% female) ethnically diverse, 1st-grade, lower achieving readers attending 1 of 3 school districts in Texas. Using latent variable structural equation modeling, the authors tested a theoretical model positing that (a) the quality of teachers' relationships with students and their parents mediates the associations between children's background characteristics and teacher-rated classroom engagement and that (b) child classroom engagement, in turn, mediates the associations between student-teacher and parent-teacher relatedness and child achievement the following year. The hypothesized model provided a good fit to the data. African American children and their parents, relative to Hispanic and Caucasian children and their parents, had less supportive relationships with teachers. These differences in relatedness may be implicated in African American children's lower achievement trajectories in the early grades. Implications of these findings for teacher preparation are discussed.
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Cites
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A comparison of methods to test mediation and other intervening variable effects
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Equivalence of the Mediation, Confounding and Suppression Effect
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“On the basis of Skinner and Belmont (1993) and Ladd et al. (1999), we expected the association between teacher support and student engagement to be reciprocal.”
BackgroundMethodInfluentialParental Involvement and Students' Academic Achievement: A Meta-Analysis
Fan, X., & Chen, M. (2001) · Educational Psychology Review · doi:10.1023/a:1009048817385 · Cited by 2,648
Children's social and scholastic lives in kindergarten: related spheres of influence?
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Cited by
Li, Y., & Lerner, R. M. (2011) · Developmental Psychology · doi:10.1037/a0021307 · Cited by 733
Is teachers' mental health and wellbeing associated with students' mental health and wellbeing?
Harding, S., Morris, R., Gunnell, D., Ford, T., Hollingworth, W., Tilling, K., Evans, R., Bell, S., Grey, J., Brockman, R., et al. (2019) · Journal of Affective Disorders · doi:10.1016/j.jad.2018.08.080 · Cited by 400
“showed in a meta-analysis that positive teacher-student relationships are associated with positive student outcomes (affective, behavioural and cognitive), and studies have also shown that supportive teacher-student relationships predict lower student depression (8, 52) .”
BackgroundKidger, J., Brockman, R., Tilling, K., Campbell, R., Ford, T., Araya, R., King, M., & Gunnell, D. (2016) · Journal of Affective Disorders · doi:10.1016/j.jad.2015.11.054 · Cited by 330
Liew, J., Chen, Q., & Hughes, J. N. (2010) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2009.07.005 · Cited by 241
Self-citationAldrup, K., Klusmann, U., Lüdtke, O., Göllner, R., & Trautwein, U. (2018) · Journal of Educational Psychology · doi:10.1037/edu0000256 · Cited by 109
Metadata
- Authors
- Hughes, J., & Kwok, O.-M.
- Venue
- Journal of Educational Psychology
- Published
- 2007-02
- Volume
- 99
- Issue
- 1
- Pages
- 39-51
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2058658357
- Cited by
- 701
- References
- 11
- FWCI
- 78.32
- Type
- journal article
- Language
- en
- Open access
- green
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