The DOI matches its Crossref record; 28 of the 28 references it cites were found in a registry or an index.
Teacher-Child Relationships and Children's Success in the First Years of School
Abstract
This work examines associations between closeness and conflict in teacher-child relationships and children's social and academic skills in first grade in a sample of 490 children. Assessments of teacher-child relationships were obtained in preschool, kindergarten, and first grade. Results demonstrate moderate correlations among teachers' ratings of conflict and slightly lower correlations among teachers' ratings of closeness across years. Hierarchical regression analyses predicted children's skills in first grade from teacher-child relationship quality. Child gender, socioeconomic status, and preschool estimates of outcomes of interest were controlled statistically. Although preschool assessments of social and academic skills were closely associated with individual skill differences at first grade, teacher-child relationship quality also was associated with changes in skill levels. Findings generally confirm that teacher-child relationships play a role in children's ability to acquire the skills necessary for success in school.
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Cites
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Self-citationGresham, F. M., & Elliot, S. N. (2021) · PsycTESTS Dataset · doi:10.1037/t10269-000 · Cited by 1,910
The teacher-child relationship and children's early school adjustment
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Self-citationWoodcock-Johnson Psycho-Educational Battery-Revised
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Children's social and scholastic lives in kindergarten: related spheres of influence?
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Children's interpersonal behaviors and the teacher-child relationship.
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Self-citationBurchinal, M. R., Peisner-Feinberg, E., Pianta, R., & Howes, C. (2002) · Journal of School Psychology · doi:10.1016/s0022-4405(02)00107-3 · Cited by 718
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School readiness and later achievement.
Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., Pagani, L. S., Feinstein, L., Engel, M., Brooks-Gunn, J., et al. (2007) · Developmental Psychology · doi:10.1037/0012-1649.43.6.1428 · Cited by 5,439
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Yoshikawa, H., Aber, J. L., & Beardslee, W. R. (2012) · American Psychologist · doi:10.1037/a0028015 · Cited by 1,090
Promoting Academic and Social-Emotional School Readiness: The Head Start REDI Program
Bierman, K. L., Domitrovich, C. E., Nix, R. L., Gest, S. D., Welsh, J. A., Greenberg, M. T., Blair, C., Nelson, K. E., & Gill, S. (2008) · Child Development · doi:10.1111/j.1467-8624.2008.01227.x · Cited by 884
Recent trends in research on teacher–child relationships
Sabol, T. J., & Pianta, R. C. (2012) · Attachment & Human Development · doi:10.1080/14616734.2012.672262 · Cited by 832
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Metadata
- Authors
- Pianta, R. C., & Stuhlman, M. W.
- Venue
- School Psychology Review
- Publisher
- Informa UK Limited
- Published
- 2004-09-01
- Volume
- 33
- Issue
- 3
- Pages
- 444-458
- ISSN
- 0279-6015 (ISSN-L)
- 2372-966X
- OpenAlex
- W1795840415
- Cited by
- 1,043
- References
- 28
- FWCI
- 58.37
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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