Examining teacher-child relationships and achievement as part of an ecological model of development

Erin O'Connor, Kathleen McCartney

Research output: Contribution to journalReview articlepeer-review

Abstract

The purpose of the present study is to examine associations between quality of teacher-child relationships from preschool through third grade and children's third-grade achievement using Phases I, II, and III data from the National Institute of Child Health and Human Development Study of Early Care and Education, a prospective study of 1,304 children from birth through sixth grade. There are three main findings. First, positive associations were found between quality of teacher-child relationships and achievement. Second, high quality teacher-child relationships buffered children from the negative effects of insecure or other maternal attachment on achievement. Third, the effect of quality of teacher-child relationships on achievement was mediated through child and teacher behaviors in the classroom. In sum, high quality teacher-child relationships fostered children's achievement. Implications for educational practice are discussed.

Original languageEnglish (US)
Pages (from-to)340-369
Number of pages30
JournalAmerican Educational Research Journal
Volume44
Issue number2
DOIs
StatePublished - Jun 2007

Keywords

  • Achievement
  • Teacher-child relationships
  • Third grade

ASJC Scopus subject areas

  • Education

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