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The Quality of Early Caregiving and Teacher-Student Relationships in Grade School Independently Predict Adolescent Academic Achievement

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Title: The Quality of Early Caregiving and Teacher-Student Relationships in Grade School Independently Predict Adolescent Academic Achievement
Language: English
Authors: Magro, Sophia W. (ORCID 0000-0002-6923-103X), Nivison, Marissa D. (ORCID 0000-0002-9436-722X), Englund, Michelle M., Roisman, Glenn I.
Source: International Journal of Behavioral Development. Mar 2023 47(2):158-168.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 11
Publication Date: 2023
Sponsoring Agency: National Institute on Aging (NIA) (DHHS/NIH)
National Institute of Mental Health (NIMH) (DHHS/NIH)
National Science Foundation (NSF)
Contract Number: R01AG03945304
T32MH015755
00039202
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Adolescents, Academic Achievement, Predictor Variables, Young Children, Caregiver Child Relationship, Child Caregivers, Elementary School Students, Teacher Student Relationship, Early Experience, Interpersonal Relationship, Mothers, Poverty, Mother Attitudes, Measures (Individuals), Rating Scales, Achievement Tests, Time Perspective
Assessment and Survey Identifiers: Student Teacher Relationship Scale, Woodcock Johnson Tests of Achievement
DOI: 10.1177/01650254221137511
ISSN: 0165-0254
1464-0651
Abstract: Prior research has demonstrated that teacher-student relationships characterized by high levels of closeness and low levels of conflict are associated with higher levels of academic achievement among children. At the same time: (a) some research suggests that the quality of teacher-student relationships in part reflects the quality of early caregiving, and (b) the observed quality of early care by primary caregivers robustly predicts subsequent academic achievement. Given the potential for associations between teacher-student relationship quality and academic achievement to thus be confounded by the quality of early parenting experiences, the present study examined to what extent children's experiences in early life with primary caregivers (i.e., ages 3 to 42 months) and relationships with teachers during grade school (i.e., Kindergarten to Grade 6) were uniquely associated with an objective assessment of academic achievement at age 16 years in a sample born into poverty (N = 267; 45% female; 65% White/non-Hispanic; 41% of mothers did not complete high school). Early maternal sensitivity, though a strong predictor of later academic achievement, was not reliably associated with either teacher-reports or interview-based assessments of teacher-student relationship quality in grade school. Nonetheless, early maternal sensitivity and teacher-student relationship quality were each uniquely associated with later academic achievement, above and beyond key demographic variables. Taken together, the present results highlight that the quality of children's relationships with adults at home and at school independently, but not interactively, predicted later academic achievement in a high-risk sample.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1364854
Database: ERIC
FullText Text:
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PubType: Academic Journal
PubTypeId: academicJournal
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  Data: The Quality of Early Caregiving and Teacher-Student Relationships in Grade School Independently Predict Adolescent Academic Achievement
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  Data: <searchLink fieldCode="AR" term="%22Magro%2C+Sophia+W%2E%22">Magro, Sophia W.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6923-103X">0000-0002-6923-103X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nivison%2C+Marissa+D%2E%22">Nivison, Marissa D.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9436-722X">0000-0002-9436-722X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Englund%2C+Michelle+M%2E%22">Englund, Michelle M.</searchLink><br /><searchLink fieldCode="AR" term="%22Roisman%2C+Glenn+I%2E%22">Roisman, Glenn I.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Behavioral+Development%22"><i>International Journal of Behavioral Development</i></searchLink>. Mar 2023 47(2):158-168.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 11
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  Label: Publication Date
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  Data: 2023
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  Data: National Institute on Aging (NIA) (DHHS/NIH)<br />National Institute of Mental Health (NIMH) (DHHS/NIH)<br />National Science Foundation (NSF)
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  Data: R01AG03945304<br />T32MH015755<br />00039202
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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>
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  Data: <searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Caregiver+Child+Relationship%22">Caregiver Child Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Caregivers%22">Child Caregivers</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Experience%22">Early Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Mothers%22">Mothers</searchLink><br /><searchLink fieldCode="DE" term="%22Poverty%22">Poverty</searchLink><br /><searchLink fieldCode="DE" term="%22Mother+Attitudes%22">Mother Attitudes</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="%22Achievement+Tests%22">Achievement Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Time+Perspective%22">Time Perspective</searchLink>
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  Data: 10.1177/01650254221137511
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  Data: 0165-0254<br />1464-0651
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  Label: Abstract
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  Data: Prior research has demonstrated that teacher-student relationships characterized by high levels of closeness and low levels of conflict are associated with higher levels of academic achievement among children. At the same time: (a) some research suggests that the quality of teacher-student relationships in part reflects the quality of early caregiving, and (b) the observed quality of early care by primary caregivers robustly predicts subsequent academic achievement. Given the potential for associations between teacher-student relationship quality and academic achievement to thus be confounded by the quality of early parenting experiences, the present study examined to what extent children's experiences in early life with primary caregivers (i.e., ages 3 to 42 months) and relationships with teachers during grade school (i.e., Kindergarten to Grade 6) were uniquely associated with an objective assessment of academic achievement at age 16 years in a sample born into poverty (N = 267; 45% female; 65% White/non-Hispanic; 41% of mothers did not complete high school). Early maternal sensitivity, though a strong predictor of later academic achievement, was not reliably associated with either teacher-reports or interview-based assessments of teacher-student relationship quality in grade school. Nonetheless, early maternal sensitivity and teacher-student relationship quality were each uniquely associated with later academic achievement, above and beyond key demographic variables. Taken together, the present results highlight that the quality of children's relationships with adults at home and at school independently, but not interactively, predicted later academic achievement in a high-risk sample.
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  Data: 2023
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        Value: 10.1177/01650254221137511
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 158
    Subjects:
      – SubjectFull: Adolescents
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Young Children
        Type: general
      – SubjectFull: Caregiver Child Relationship
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      – SubjectFull: Child Caregivers
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Early Experience
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      – SubjectFull: Interpersonal Relationship
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      – SubjectFull: Mothers
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      – SubjectFull: Poverty
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      – SubjectFull: Achievement Tests
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      – SubjectFull: Student Teacher Relationship Scale
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      – SubjectFull: Woodcock Johnson Tests of Achievement
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      – TitleFull: The Quality of Early Caregiving and Teacher-Student Relationships in Grade School Independently Predict Adolescent Academic Achievement
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