Affective Social Competence and Teacher–child Relationship Quality: Race/Ethnicity and Family Income Level as Moderators

Garner, Pamela W.; Mahatmya, Duhita

doi:10.1111/sode.12114

Cited by 38 publications

(29 citation statements)

References 87 publications

(90 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…We controlled for socioeconomic status, sex, ethnicity, and age given their previous associations with effortful control (Li-Grining, 2007; Matthews, Ponitz, & Morrison, 2009; Wanless, McClelland, Tominey, & Acock, 2011), teacher–student relationship quality (Garner & Mahatmya, 2015; Jerome, Hamre, & Pianta, 2009; Silva et al, 2011), and academic achievement (Duncan et al, 2007; Valiente et al, 2011). Furthermore, as discussed previously, one major critique of previous research on the association between effortful control and academic achievement has been the failure to control in analyses for background variables that could otherwise yield inflated associations (Jacob & Parkinson, 2015).…”

Section: The Present Studymentioning

confidence: 99%

Elementary students’ effortful control and academic achievement: The mediating role of teacher–student relationship quality

Hernández

Valiente

Eisenberg

et al. 2017

Early Childhood Research Quarterly

View full text Add to dashboard Cite

This study evaluated the association between effortful control in kindergarten and academic achievement one year later (N = 301), and whether teacher–student closeness and conflict in kindergarten mediated the association. Parents, teachers, and observers reported on children's effortful control, and teachers reported on their perceived levels of closeness and conflict with students. Students completed the passage comprehension and applied problems subtests of the Woodcock–Johnson tests of achievement, as well as a behavioral measure of effortful control. Analytical models predicting academic achievement were estimated using a structural equation model framework. Effortful control positively predicted academic achievement even when controlling for prior achievement and other covariates. Mediation hypotheses were tested in a separate model; effortful control positively predicted teacher–student closeness and strongly, negatively predicted teacher–student conflict. Teacher–student closeness and effortful control, but not teacher–student conflict, had small, positive associations with academic achievement. Effortful control also indirectly predicted higher academic achievement through its positive effect on teacher–student closeness and via its positive relation to early academic achievement. The findings suggest that teacher–student closeness is one mechanism by which effortful control is associated with academic achievement. Effortful control was also a consistent predictor of academic achievement, beyond prior achievement levels and controlling for teacher–student closeness and conflict, with implications for intervention programs on fostering regulation and achievement concurrently.

show abstract

Section: The Present Studymentioning

confidence: 99%

Elementary students’ effortful control and academic achievement: The mediating role of teacher–student relationship quality

Hernández

Valiente

Eisenberg

et al. 2017

Early Childhood Research Quarterly

View full text Add to dashboard Cite

show abstract

“…Teachers are also powerful socializers and important to children who spend over 1000 h per year in school. The student-teacher relationship greatly impacts a student's school experience (Garner and Mahatmya, 2015) and is best fostered through the student's adherence to teacher expectations (Lane et al, 2004). Because the school context necessarily involves many children and few adults, teacher beliefs might vary from parents, for example, regarding children's ability to control their emotion, importance of controlling their emotion, and ways in which emotions might support or deter knowledge acquisition (Bächler and Pozo, 2016).…”

Section: Parent and Teacher Rolesmentioning

confidence: 99%

Beliefs About Children’s Emotions in Chile

2020

View full text Add to dashboard Cite

To learn more about Chilean emotional beliefs related to emotion development, 271 Mapuche and non-Mapuche parents and teachers in urban and rural settings reported their emotion beliefs using a questionnaire invariant in the Chilean context (Riquelme et al., in press). Included are six beliefs previously found to resonate across three United States cultures (i.e., beliefs about the value and cost of certain emotions; control of emotion; knowledge of children's emotion; manipulation of emotion; and emotional autonomy), and five others distinctive to the indigenous people of this region (i.e., value of being calm; controlling fear specifically; interpersonality of emotion; learning about emotion from adults; and regulation through nature). MANOVAs were conducted to examine these beliefs across culture (Mapuche, non-Mapuche), role (parent, teacher), and geographical location (rural, urban). For United States-derived beliefs, there were no main effects, although two interactions with culture by role and location were significant. For all five Mapuche-generated beliefs, there were significant main effects for culture, role, and location. Results highlight both similarities and differences in beliefs across cultures, roles, and geographical location. Implications for the Chilean context include the importance of non-Mapuche teachers' sensitivity to the values and emotion-related beliefs of Mapuche families. Implications for the global context include an expanded view of emotion-related beliefs, including beliefs that children can control fear and be calm, that emotion-related values include attending to the needs of others, and that two ways of controlling emotion are through learning by listening to/watching elders, and by being in nature.

show abstract

“…Several studies have reported that the perception of teacher-child relationships may vary according to children's characteristics (e.g. temperament, socioeconomic background) (Diaz et al, 2017;Ewing & Taylor, 2009;Rudasill, 2011;Stuhlman & Pianta, 2001) and their cultural contexts (Garner & Mahatmya, 2015;Hughes, Gleason, & Zhang, 2005). Regarding Latino population, teachers may have high expectations for compliant for Latino children in comparison to children from other racial groups (Delgado, 1992;Garner & Mahatmya 2015).…”

Section: Children's Interactions With Their Teachers In the Preschoolmentioning

confidence: 99%

“…temperament, socioeconomic background) (Diaz et al, 2017;Ewing & Taylor, 2009;Rudasill, 2011;Stuhlman & Pianta, 2001) and their cultural contexts (Garner & Mahatmya, 2015;Hughes, Gleason, & Zhang, 2005). Regarding Latino population, teachers may have high expectations for compliant for Latino children in comparison to children from other racial groups (Delgado, 1992;Garner & Mahatmya 2015). In fact, Garner and Mahatmya (2015) reported that teachers tended to assign higher scores in conflict, and lower scores in emotion regulation and closeness to Latino children than African-American and White children.…”

Section: Children's Interactions With Their Teachers In the Preschoolmentioning

confidence: 99%

Quality Of Colombian Early Childhood Education: An Exploratory Study Of Teacher-Child Interactions

Escalante-Barrios¹,

Acar²,

Suárez³

et al. 2019

The European Proceedings of Social and Behavioural Sciences

View full text Add to dashboard Cite

Quality of adult-child relationships could be influence by children's individual characteristics such as temperament. The examination of the association between temperament and teacher-child relationship has been limited within Latino population. Does regulatory temperament moderate the association between reactive temperament and teacher-child relationships in the Colombian early childhood education environment? Global research studies highlight the importance of quality of relationships to promote quality of early childhood education (ECE). Colombian ECE national evaluation reported association among teachers' interactions and child outcomes. From the ecological perspective, the present study aimed to examine how child temperament contribute to the teacher-child relationships in Colombian ECE environments. The sample included 316 children (58.3% Girls) and their teachers. Data were collected using Student-Teacher Relationship Scale (STRS) and Child Behavior Questionnaire (CBQ). First, a confirmatory factor analysis of STRS for the Colombian sample was conducted. Second, regression analysis was conducted to determine the strength of the relationship between the variables. Results from regression analyses showed that children's negative affectivity predicted teacher-child closeness (b= .06, β= .15, t = 2.46, p = .01). In addition, children's temperamental surgency predicted teacher-child conflict (b= .08, β= .12, t = 1.97, p = .04). Results from the current study highlights the importance of children's temperament in their relationships with teachers in the Colombian early childhood education environment. Intervention programs targeting improvement of teachers-child relationships could consider child temperament as children establish different patterns of relationships with teachers depending on their temperament.

show abstract

Affective Social Competence and Teacher–child Relationship Quality: Race/Ethnicity and Family Income Level as Moderators

Cited by 38 publications

References 87 publications

Elementary students’ effortful control and academic achievement: The mediating role of teacher–student relationship quality

Elementary students’ effortful control and academic achievement: The mediating role of teacher–student relationship quality

Beliefs About Children’s Emotions in Chile

Quality Of Colombian Early Childhood Education: An Exploratory Study Of Teacher-Child Interactions

Contact Info

Product

Resources

About