Longitudinal associations between teacher-child interactions and academic skills in elementary school

Pakarinen, Eija; Lerkkanen, Marja‐Kristiina; Poikkeus, Anna‐Maija; Salminen, Jenni; Šilinskas, Gintautas; Siekkinen, Martti; Nurmi, Jari‐Erik

doi:10.1016/j.appdev.2017.08.002

Cited by 17 publications

(12 citation statements)

References 42 publications

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“…To the best of our knowledge, no previous study has examined whether students' cognitive engagement affects the quality of the teacher-student relationship in general, or more specifically, teacher-student conflict. Yet, consistent with the idea that students evoke teacher behavior in line with the students' engagement levels, students who are more cognitively engaged in school and value education may be less involved in conflicted relationships with their teachers (Nurmi & Kiuru, 2015;Skinner & Belmont, 1993). The current study investigates this possibility for cognitive engagement.…”

Section: Cognitive Engagementmentioning

confidence: 82%

Students' academic and emotional adjustment during the transition from primary to secondary school: A cross-lagged study

Engels

Pakarinen

Lerkkanen

et al. 2019

Journal of School Psychology

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The current study examined several indicators of students' academic and emotional adjustment during the transition from primary (i.e., grade 6) to secondary school (i.e., grades 7 and 9). Specifically, the study investigated how students' engagement, achievement, and burnout, as well as student-teacher conflict, evolve together over time. A total of 356 adolescents (57.3% boys) filled out questionnaires about their burnout and their behavioral and cognitive engagement. Students' achievement was measured using standardized test scores. Conflict in the teacher-student relationship was assessed using teacher ratings. Cross-lagged models revealed bi-directional associations between behavioral and cognitive engagement. More teacher conflict related to less behavioral engagement, whereas higher achievement predicted more cognitive engagement one and two school years later. The results underscore that, despite the interrelatedness of behavioral and cognitive engagement during the transition from primary to secondary school, both show unique contextual and personal correlates.

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Section: Cognitive Engagementmentioning

confidence: 82%

Students' academic and emotional adjustment during the transition from primary to secondary school: A cross-lagged study

Engels

Pakarinen

Lerkkanen

et al. 2019

Journal of School Psychology

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“…Furthermore, given longitudinal associations in the literature between early teacher–student relationships and interactions and students’ academic achievement (e.g., Pakarinen et al, 2017; Spilt, Hughes, et al, 2012), potential effects of BEST in CLASS-E from the current study on teacher-reported closeness may also potentially contribute to distal student outcomes. The effect size in the current study was 0.55, compared with a smaller effect ( d = 0.26) noted in the BEST in CLASS preschool study (Sutherland, Conroy, Algina, et al, 2018).…”

Section: Discussionmentioning

confidence: 93%

Preliminary Study of the Effects of BEST in CLASS–Elementary on Outcomes of Elementary Students With Problem Behavior

Sutherland

Conroy

McLeod

et al. 2020

Journal of Positive Behavior Interventions

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Student problem behaviors in early elementary school are associated with fewer learning opportunities, poor relationships with teachers, and academic and behavioral problems, including increased risk of emotional/behavioral disorders (EBDs). This study examined the effect of BEST in CLASS–Elementary (BEST in CLASS-E), a Tier 2 intervention delivered by teachers, on student problem behavior, academic achievement, teacher–student relationships, and classroom quality using a randomized controlled trial design. Participants were 45 kindergarten to grade 3 students identified at risk of development of EBDs and their 26 teachers from three elementary schools located in an urban school district. BEST in CLASS-E was found to decrease teacher-reported student problem behavior and increase teacher–student closeness; no effects were noted for academic achievement or overall classroom quality. Results suggest the promise of BEST in CLASS-E as a Tier 2 intervention delivered by teachers in elementary classrooms. Implications and limitations of the study are discussed.

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“…There is some evidence that behaviour problems may lead to poor TSR quality (e.g. Hopman et al, 2019;Pakarinen et al, 2017), while others have found that a difficult TSR is associated with subsequent behaviour problems or that a reciprocal association exists (Doumen et al, 2008;Zhang & Sun, 2011). Secondly, only teacher-reports were used and were collected at a single time point; therefore, shared reporter variance may have resulted in the significant associations.…”

Section: Limitationsmentioning

confidence: 99%

Antisocial behaviour and teacher–student relationship quality: The role of emotion‐related abilities and callous–unemotional traits

Wilkinson

Bartoli

2020

Brit J of Edu Psychol

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Background. Childhood antisocial behaviour has been associated with poorer teacherstudent relationship (TSR) quality. It is also well-established that youth with antisocial behaviour have a range of emotion-related deficits, yet the impact of these students' emotion-related abilities on the TSR is not understood. Furthermore, the addition of the Limited Prosocial Emotions Specifier in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) indicates that understanding the role of callous-unemotional (CU) traits for youth with antisocial behaviour problems is of particular importance. Aims. The aim of this study was to investigate the association between antisocial behaviour difficulties and the TSR by examining the influence of emotion-related abilities and CU traits. Sample. Twelve teachers from 10 primary schools provided anonymized information on 108 children aged 6-11 years. Results. Antisocial behaviour was associated with higher teacher-student conflict (but not closeness) as well as higher emotion lability/negativity and lower emotion understanding/empathy.Emotionlability/negativitywasassociatedwith higherteacher-studentconflict (but not closeness), and emotion understanding/empathy was associated with lower teacher-student conflict and higher closeness. CU traits were associated with higher teacher-student conflict and lower teacher-student closeness (controlling for antisocial behaviour more broadly). We found no evidence of a moderating effect of CU traits or emotion-related abilities on the association between antisocial behaviour and TSR quality. Conclusions. Interventions for behaviour difficulties should consider teacher-student relationships in the classroom. Strategies which aim to improve teacher-student closeness as well as reduce teacher-student conflict may be of particular value to students with high CU traits. Childhood antisocial behaviour is common in the classroom and has a negative impact on students and teachers (Allen, Bird, & Chhoa, 2018; Department for Education, 2014). Childhood antisocial behaviour includes defiance, deceit, aggression and rule-violation. Children with severe and persistent forms of this behaviour may be diagnosed with

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Longitudinal associations between teacher-child interactions and academic skills in elementary school

Cited by 17 publications

References 42 publications

Students' academic and emotional adjustment during the transition from primary to secondary school: A cross-lagged study

Students' academic and emotional adjustment during the transition from primary to secondary school: A cross-lagged study

Preliminary Study of the Effects of BEST in CLASS–Elementary on Outcomes of Elementary Students With Problem Behavior

Antisocial behaviour and teacher–student relationship quality: The role of emotion‐related abilities and callous–unemotional traits

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