This Article Full Text Full Text (PDF) Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by O’Connor, E. Articles by McCartney, K. Search for Related Content Social Bookmarking                         What's this?

Examining Teacher–Child Relationships and Achievement as Part of an Ecological Model of Development

New York University

Kathleen McCartney

Harvard University

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 1,364 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.

Key Words: achievement • teacher-child relationships • third grade

American Educational Research Journal, Vol. 44, No. 2, 340-369 (2007)
DOI: 10.3102/0002831207302172


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?