Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade
Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade
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DOI：
10.1111/1467-8624.00301
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发表时间：
2001-03-01
影响因子：
4.6
通讯作者：
Pianta, RC
中科院分区：
文献类型：
--
作者：
Hamre, BK;Pianta, RC
本研究对179名从幼儿园到八年级的儿童进行了抽样调查，以检验幼儿园教师对他们与学生关系的看法在多大程度上预测了一系列学校成绩。幼儿园教师评价幼儿的行为和师生关系的质量。从一年级到八年级的随访数据按epoch进行整理，包括学业成绩、标准化考试成绩、工作习惯评分和纪律记录。幼儿园中的关系消极，以冲突和依赖为特征，与八年级的学业和行为结果有关，特别是对幼儿园中行为问题严重的孩子和男孩来说。在控制了性别、种族、认知能力和行为评级后，这些关联仍然显著。研究结果对学校成功的决定因素、成人-儿童关系在发展中的作用以及一系列早期干预和预防措施的理论都有启示。
This study followed a sample of 179 children from kindergarten through eighth grade to examine the extent to which kindergarten teachers' perceptions of their relationships with students predict a range of school outcomes. Kindergarten teachers rated children's behavior and the quality of the teacher-child relationship. Followup data from first through eighth grade were organized by epoch and included academic grades, standardized test scores, work-habit ratings, and discipline records. Relational Negativity in kindergarten, marked by conflict and dependency, was related to academic and behavioral outcomes through eighth grade, particularly for children with high levels of behavior problems in kindergarten and for boys generally. These associations remained significant after controlling for gender, ethnicity, cognitive ability, and behavior ratings. The results have implications for theories of the determinants of school success, the role of adult-child relationships in development, and a range of early intervention and prevention efforts.