6533b831fe1ef96bd1298434

RESEARCH PRODUCT

Investigating Bidirectional Links Between the Quality of Teacher-Child Relationships and Children’s Interest and Pre‐Academic Skills in Literacy and Math

Jaana ViljarantaMarja-kristiina LerkkanenEija PakarinenAntje Von Suchodoletz

subject

Malevarhaiskasvatusmedia_common.quotation_subjectClosenesseducationliteracyPredictor variablesbehavioral disciplines and activities050105 experimental psychologyLiteracyEducationDevelopmental psychologyLiteracyteacher-child relationshipsmathmental disordersDevelopmental and Educational PsychologyHumansmatemaattiset taidot0501 psychology and cognitive sciencesQuality (business)Interpersonal RelationsesikoululaisetChildStudentsopettaja-oppilassuhdemedia_commonAcademic SuccessSchoolsLiteracy education05 social sciencesesikouluAcademic skillsChild PreschoolPediatrics Perinatology and Child HealthlukutaitoFemaleSchool TeachersPsychologyMathematics050104 developmental & child psychology

description

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]

yearjournalcountryeditionlanguage
2020-08-08
http://urn.fi/URN:NBN:fi:jyu-202008175532