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Parent- and Teacher-Child Relationships and Engagement at School Entry: Mediating, Interactive, and Transactional Associations across Contexts

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Title: Parent- and Teacher-Child Relationships and Engagement at School Entry: Mediating, Interactive, and Transactional Associations across Contexts
Language: English
Authors: Heatly, Melissa Castle, Votruba-Drzal, Elizabeth
Source: Developmental Psychology. Jun 2017 53(6):1042-1062.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 21
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 1
Primary Education
Early Childhood Education
Descriptors: Parent Child Relationship, Teacher Student Relationship, Elementary School Students, Grade 1, Learner Engagement, Mixed Methods Research, Longitudinal Studies, Conflict, Thinking Skills, Self Management, Child Behavior, Measures (Individuals), Rating Scales, Check Lists, Correlation, Structural Equation Models
Assessment and Survey Identifiers: Student Teacher Relationship Scale, Child Behavior Checklist, Bracken Basic Concept Scale
DOI: 10.1037/dev0000310
ISSN: 0012-1649
Abstract: Early school engagement patterns set the stage for short- and long-term academic behaviors and progress, and low engagement at school entry can give rise to dysfunctional school behavior and underachievement in later years. Relationships with parents and teachers provide a foundation upon which children develop the skills and behaviors that are critical for engagement in early elementary school. However, the cross-contextual and transactional processes by which these relationships are associated with engagement in early elementary school remain unclear. This investigation therefore considers how children's relationships with parents prior to school entry are indirectly and interactively associated with 1st grade engagement through teacher-child relationships. It also considers how early cognitive, self-regulatory, and behavioral skills and competencies elicit these relational responses. This investigation drew upon multimethod data from triangulated sources (parents, teachers, and direct observation) available within a large longitudinal study, the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development. Results indicate that neither 54-month or 1st grade parent-child relationships were directly associated with children's engagement in early elementary school. However, 1st grade teacher conflict was problematic for children's developing engagement. In turn, teacher conflict partially mediated linkages between maternal sensitivity and conflict prior to school entry and engagement in 1st grade. Parental closeness and sensitivity also buffered children against negative associations between teacher conflict and engagement. Finally, children's early skills and competencies at 36 months elicited relational processes that were indirectly associated with engagement. Conceptual, theoretical, and methodological challenges are also discussed.
Abstractor: As Provided
Number of References: 192
Entry Date: 2017
Accession Number: EJ1142515
Database: ERIC
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  Data: Parent- and Teacher-Child Relationships and Engagement at School Entry: Mediating, Interactive, and Transactional Associations across Contexts
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  Data: <searchLink fieldCode="AR" term="%22Heatly%2C+Melissa+Castle%22">Heatly, Melissa Castle</searchLink><br /><searchLink fieldCode="AR" term="%22Votruba-Drzal%2C+Elizabeth%22">Votruba-Drzal, Elizabeth</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Developmental+Psychology%22"><i>Developmental Psychology</i></searchLink>. Jun 2017 53(6):1042-1062.
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
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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="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Parent+Child+Relationship%22">Parent Child Relationship</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="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Mixed+Methods+Research%22">Mixed Methods Research</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Conflict%22">Conflict</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Behavior%22">Child Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Rating+Scales%22">Rating Scales</searchLink><br /><searchLink fieldCode="DE" term="%22Check+Lists%22">Check Lists</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+Equation+Models%22">Structural Equation Models</searchLink>
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  Data: 10.1037/dev0000310
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  Data: 0012-1649
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  Label: Abstract
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  Data: Early school engagement patterns set the stage for short- and long-term academic behaviors and progress, and low engagement at school entry can give rise to dysfunctional school behavior and underachievement in later years. Relationships with parents and teachers provide a foundation upon which children develop the skills and behaviors that are critical for engagement in early elementary school. However, the cross-contextual and transactional processes by which these relationships are associated with engagement in early elementary school remain unclear. This investigation therefore considers how children's relationships with parents prior to school entry are indirectly and interactively associated with 1st grade engagement through teacher-child relationships. It also considers how early cognitive, self-regulatory, and behavioral skills and competencies elicit these relational responses. This investigation drew upon multimethod data from triangulated sources (parents, teachers, and direct observation) available within a large longitudinal study, the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development. Results indicate that neither 54-month or 1st grade parent-child relationships were directly associated with children's engagement in early elementary school. However, 1st grade teacher conflict was problematic for children's developing engagement. In turn, teacher conflict partially mediated linkages between maternal sensitivity and conflict prior to school entry and engagement in 1st grade. Parental closeness and sensitivity also buffered children against negative associations between teacher conflict and engagement. Finally, children's early skills and competencies at 36 months elicited relational processes that were indirectly associated with engagement. Conceptual, theoretical, and methodological challenges are also discussed.
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      – SubjectFull: Parent Child Relationship
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Elementary School Students
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