TY - JOUR
T1 - Can teacher-child relationships alter the effects of early socioeconomic status on achievement in middle childhood?
AU - McCormick, Meghan P.
AU - O'Connor, Erin E.
AU - Parham Horn, E.
N1 - Funding Information:
The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through grant R305A080512 to New York University. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
Publisher Copyright:
© 2017 Society for the Study of School Psychology
PY - 2017/10
Y1 - 2017/10
N2 - Using data from the NICHD SECCYD (N = 1053), we used two-level hierarchical linear models with site fixed effects to examine whether teacher-child closeness and conflict moderated associations between two indicators of early socioeconomic status (maternal education and family income) and standardized measures of children's math and reading achievement at 54 months, 1st, 3rd, and 5th grades. Children whose mothers had lower levels of education and conflictual relationships with teachers exhibited lower reading achievement, on average, across elementary school. At the same time, children with less educated mothers who experienced increases in teacher-child closeness and decreases in teacher-child conflict exhibited improvements in reading achievement across elementary school. Finally, low teacher-child closeness elevated the risk for poor math achievement posed by low family income. Implications for intervention design and development are discussed.
AB - Using data from the NICHD SECCYD (N = 1053), we used two-level hierarchical linear models with site fixed effects to examine whether teacher-child closeness and conflict moderated associations between two indicators of early socioeconomic status (maternal education and family income) and standardized measures of children's math and reading achievement at 54 months, 1st, 3rd, and 5th grades. Children whose mothers had lower levels of education and conflictual relationships with teachers exhibited lower reading achievement, on average, across elementary school. At the same time, children with less educated mothers who experienced increases in teacher-child closeness and decreases in teacher-child conflict exhibited improvements in reading achievement across elementary school. Finally, low teacher-child closeness elevated the risk for poor math achievement posed by low family income. Implications for intervention design and development are discussed.
KW - Achievement
KW - Middle childhood
KW - Socioeconomic status
KW - Teacher-child relationships
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U2 - 10.1016/j.jsp.2017.05.001
DO - 10.1016/j.jsp.2017.05.001
M3 - Article
C2 - 28735609
AN - SCOPUS:85020757786
VL - 64
SP - 76
EP - 92
JO - Journal of School Psychology
JF - Journal of School Psychology
SN - 0022-4405
ER -