Child-Related Factors that Influence Teacher–Child Relationships using an Australian National Sample

Autor:	Susan P. Walker, Cheryl Shu Lin Teo
Rok vydání:	2014
Předmět:	Longitudinal study media_common.quotation_subject Multilevel model Indigenous Education Developmental psychology Perception Developmental and Educational Psychology Temperament Early childhood Psychology Competence (human resources) Social psychology Psychosocial media_common
Zdroj:	Australasian Journal of Early Childhood. 39:51-59
ISSN:	1839-5961 1836-9391
DOI:	10.1177/183693911403900208
Popis:	This study assessed the extent to which child-related factors had an impact on teacher-child relationships in Australian childcare settings. Analyses used data from Growing Up in Australia: The Longitudinal Study of Australian Children (LSAC). The sample consisted of 1577 two- to three-year-old children (M = 33.9 months, SD = 2.93; 51.5 per cent male). Two separate hierarchical multiple regression analyses were conducted to examine the relation between teachers' perceptions of their relationships with children and (a) gender; (b) Indigenous status; (c) language background other than English; (d) socioeconomic position; (e) special health-care needs; (f) expression and receptive language concerns; (g) psychosocial competence and problems; and (h) temperament factors (approach, persistence and reactivity). Results indicated that special health-care needs, receptive language concerns and all three temperament scales (approach, persistence and reactivity) significantly predicted conflict in teacher-child relationships. Close relationships were predicted by being female, Indigenous status, higher socioeconomic position, not having a special health-care need and no expressive language concerns.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::6038c6b0e5f7fb7b7a7970f8761683e8 https://doi.org/10.1177/183693911403900208 Zobrazit plný text záznamu Plný text ve formátu PDF