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Transactional Associations between Classroom Engagement and Relations with Teachers from First through Fourth Grade

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Title: Transactional Associations between Classroom Engagement and Relations with Teachers from First through Fourth Grade
Language: English
Authors: Archambault, I., Pagani, L. S., Fitzpatrick, C.
Source: Learning and Instruction. Feb 2013 23:1-9.
Availability: Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Peer Reviewed: Y
Page Count: 9
Publication Date: 2013
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 1
Grade 2
Grade 3
Grade 4
Descriptors: Foreign Countries, Structural Equation Models, French Canadians, Academic Achievement, Learner Engagement, Teacher Student Relationship, Elementary School Students, Grade 1, Grade 2, Grade 3, Grade 4, Developmental Continuity
Geographic Terms: Canada
DOI: 10.1016/j.learninstruc.2012.09.003
ISSN: 0959-4752
Abstract: Using structural equation modeling with a population-based cohort of French-speaking children from Quebec (Canada), prospective associations were made between two previously established factors underlying student performance--classroom engagement and the teacher-student relations. Our results show developmental continuity in classroom engagement and teacher-student relations from grades 1 through 4, beyond the influence of confounding child factors (sex, kindergarten cognitive skills, and second grade achievement) and family factors (such as maternal education). Although they were both relatively stable over time, closer relations with teachers showed comparatively less stability than classroom engagement. That is, classroom engagement showed the most developmental continuity from one grade to the next. Because intervention programs targeting very young children are among the most cost-effective (Heckman, 2006), our findings suggest the benefits of investing in evidence-based programs, in concert with practitioners, to promote positive teacher relations with students and encourage their active classroom participation and involvement. (Contains 3 tables and 1 figure.)
Abstractor: As Provided
Entry Date: 2013
Accession Number: EJ1001857
Database: ERIC
FullText Text:
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  Data: Transactional Associations between Classroom Engagement and Relations with Teachers from First through Fourth Grade
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  Data: <searchLink fieldCode="AR" term="%22Archambault%2C+I%2E%22">Archambault, I.</searchLink><br /><searchLink fieldCode="AR" term="%22Pagani%2C+L%2E+S%2E%22">Pagani, L. S.</searchLink><br /><searchLink fieldCode="AR" term="%22Fitzpatrick%2C+C%2E%22">Fitzpatrick, C.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Learning+and+Instruction%22"><i>Learning and Instruction</i></searchLink>. Feb 2013 23:1-9.
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  Data: Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
– Name: PeerReviewed
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  Data: Y
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  Data: 9
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  Data: 2013
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+Equation+Models%22">Structural Equation Models</searchLink><br /><searchLink fieldCode="DE" term="%22French+Canadians%22">French Canadians</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Developmental+Continuity%22">Developmental Continuity</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
– Name: DOI
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  Data: 10.1016/j.learninstruc.2012.09.003
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  Data: 0959-4752
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Using structural equation modeling with a population-based cohort of French-speaking children from Quebec (Canada), prospective associations were made between two previously established factors underlying student performance--classroom engagement and the teacher-student relations. Our results show developmental continuity in classroom engagement and teacher-student relations from grades 1 through 4, beyond the influence of confounding child factors (sex, kindergarten cognitive skills, and second grade achievement) and family factors (such as maternal education). Although they were both relatively stable over time, closer relations with teachers showed comparatively less stability than classroom engagement. That is, classroom engagement showed the most developmental continuity from one grade to the next. Because intervention programs targeting very young children are among the most cost-effective (Heckman, 2006), our findings suggest the benefits of investing in evidence-based programs, in concert with practitioners, to promote positive teacher relations with students and encourage their active classroom participation and involvement. (Contains 3 tables and 1 figure.)
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      – SubjectFull: French Canadians
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      – SubjectFull: Grade 1
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      – SubjectFull: Grade 2
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      – SubjectFull: Grade 3
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      – SubjectFull: Grade 4
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