Investigating Bidirectional Links Between the Quality of Teacher-Child Relationships and Children’s Interest and Pre‐Academic Skills in Literacy and Math
| Autor: | Jaana Viljaranta, Marja-Kristiina Lerkkanen, Eija Pakarinen, Antje von Suchodoletz |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
Male
varhaiskasvatus media_common.quotation_subject Closeness education literacy Predictor variables behavioral disciplines and activities 050105 experimental psychology Literacy Education Developmental psychology teacher-child relationships math mental disorders Developmental and Educational Psychology Humans matemaattiset taidot 0501 psychology and cognitive sciences Quality (business) Interpersonal Relations esikoululaiset Child Students opettaja-oppilassuhde media_common Academic Success Schools Literacy education 05 social sciences esikoulu Academic skills Child Preschool Pediatrics Perinatology and Child Health lukutaito Female School Teachers Psychology Mathematics 050104 developmental & child psychology |
| Popis: | This study investigated bidirectional links between the quality of teacher–child relationships and children's interest and pre‐academic skills in literacy and math. Furthermore, differences in the patterns of bidirectionality between boys and girls were explored. Participants were 461 Finnish kindergarteners (6‐year‐olds) and their teachers (n = 48). Teachers reported their closeness and conflict with each child twice throughout the kindergarten year. Children rated their interest in literacy and math, and were tested on their pre‐academic skills. Cross‐lagged path models indicated that teacher‐perceived conflict predicted lower interest and pre‐academic skills in both literacy and math. Results were similar for boys and girls. Implications for reducing conflictual patterns of relationships, together with promoting other factors, are discussed. [ABSTRACT FROM AUTHOR] |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|