Teacher-student support, effortful engagement, and achievement: A 3-year longitudinal study
Teacher-student support, effortful engagement, and achievement: A 3-year longitudinal study
复制标题
DOI：
10.1037/0022-0663.100.1.1
复制
发表时间：
2008-02-01
影响因子：
4.9
通讯作者：
Loyd, Linda K.
中科院分区：
文献类型：
--
作者：
Hughes, Jan N.;Luo, Wen;Loyd, Linda K.
师生关系质量（TSRQ）的措施，努力参与，并在阅读和数学的成就，每年收集一次连续3年，开始时参与者在一年级，为671（53.1%男性）的学术风险的儿童参加德克萨斯州的3个学区之一的样本。在单独的潜在变量结构方程模型中，作者测试了假设模型，其中第二年的努力参与介导了第一年TSRQ和第三年阅读和数学技能之间的关联。在这些分析中，行为参与作为协变量输入，以解开努力参与和行为参与的影响。努力参与对TSRQ和努力参与的成就的相互影响也被建模。结果基本支持假设模型。第1年变量对第3年变量有直接影响，高于逐年稳定性。研究结果表明，成就，努力的参与，和TSRQ形成的一个动态系统的影响，在早期年级的一部分，这样的干预在任何一点上，在这个关系可能会改变孩子的学校轨迹。
Measures of teacher-student relationship quality (TSRQ), effortful engagement, and achievement in reading and math were collected once each year for 3 consecutive years, beginning when participants were in 1st grade, for a sample of 671 (53.1% male) academically at-risk children attending 1 of 3 school districts in Texas. In separate latent variable structural equation models, the authors tested the hypothesized model, in which Year 2 effortful engagement mediated the association between Year I TSRQ and Year 3 reading and math skills. Conduct engagement was entered as a covariate in these analyses to disentangle the effects of effortful engagement and conduct engagement. Reciprocal effects of effortful engagement on TSRQ and of achievement on effortful engagement were also modeled. Results generally supported the hypothesized model. Year 1 variables had a direct effect on Year 3 variables, above year-to-year stability. Findings suggest that achievement, effortful engagement, and TSRQ form part of a dynamic system of influences in the early grades, such that intervening at any point in this nexus may alter children's school trajectories.