Examining the Links between Child-Teacher Relationships, Classroom Quality, and Child Outcomes across Racial Groups
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| Title: | Examining the Links between Child-Teacher Relationships, Classroom Quality, and Child Outcomes across Racial Groups |
|---|---|
| Language: | English |
| Authors: | Iheoma U. Iruka (ORCID |
| Source: | Psychology in the Schools. 2025 62(8):2667-2684. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305N160016 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education Elementary Education Kindergarten Primary Education Grade 1 |
| Descriptors: | Teacher Student Relationship, Classroom Environment, Preschool Education, Kindergarten, Grade 1, Reading Achievement, Mathematics Achievement, Interpersonal Competence, Behavior Problems, Racial Differences, Ethnicity, African American Students, Hispanic American Students, White Students, Elementary School Students, Preschool Children |
| Assessment and Survey Identifiers: | Student Teacher Relationship Scale, Classroom Assessment Scoring System, Woodcock Johnson Tests of Achievement, Social Skills Improvement System Rating Scales |
| DOI: | 10.1002/pits.23494 |
| ISSN: | 0033-3085 1520-6807 |
| Abstract: | This study examined the unique and interactive effects of teacher-child relationships and classroom quality on PreK to Grade 1 children's reading and math achievement, social skills, and problem behaviors, as well as whether these relationships differed by children's race and ethnicity. Based on data from 192 children (18.23% Black, 8.33% Latine English-speaking, 21.88% Latine Spanish-speaking, 51.56% White) from PreK to Grade 1 and their teachers, analyses were conducted to examine whether (1) the quality of teacher-child relationships and classroom quality experienced by children differed by race and ethnicity, (2) race/ethnicity moderated the association of teacher-child relationships and classroom quality on children's achievement and social skills, and (3) race/ethnicity moderated the association between the interactive effects of classroom quality and teacher-child relationship on children's achievement and social skills. Findings from multi-level mixed models indicated teacher-child relationships were significantly associated with growth in child achievement and social skills and classroom quality was associated with problem behaviors. While race/ethnicity did not moderate the association between teacher-child relationship and classroom quality, there was evidence of racialized differences in the buffering role of classroom quality on children's achievement and behavior in the face of conflictual teacher-child relationships. The implications of the findings for promoting equitable learning opportunities for racially minoritized children are discussed. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | EJ1477317 |
| Database: | ERIC |
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| Abstract: | This study examined the unique and interactive effects of teacher-child relationships and classroom quality on PreK to Grade 1 children's reading and math achievement, social skills, and problem behaviors, as well as whether these relationships differed by children's race and ethnicity. Based on data from 192 children (18.23% Black, 8.33% Latine English-speaking, 21.88% Latine Spanish-speaking, 51.56% White) from PreK to Grade 1 and their teachers, analyses were conducted to examine whether (1) the quality of teacher-child relationships and classroom quality experienced by children differed by race and ethnicity, (2) race/ethnicity moderated the association of teacher-child relationships and classroom quality on children's achievement and social skills, and (3) race/ethnicity moderated the association between the interactive effects of classroom quality and teacher-child relationship on children's achievement and social skills. Findings from multi-level mixed models indicated teacher-child relationships were significantly associated with growth in child achievement and social skills and classroom quality was associated with problem behaviors. While race/ethnicity did not moderate the association between teacher-child relationship and classroom quality, there was evidence of racialized differences in the buffering role of classroom quality on children's achievement and behavior in the face of conflictual teacher-child relationships. The implications of the findings for promoting equitable learning opportunities for racially minoritized children are discussed. |
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| ISSN: | 0033-3085 1520-6807 |
| DOI: | 10.1002/pits.23494 |
