Liew Jeffrey, Chen Qi, Hughes Jan N
Department of Educational Psychology, Texas A&M University, College Station, TX 77843, USA.
Early Child Res Q. 2010;25(1):51-64. doi: 10.1016/j.ecresq.2009.07.005.
The joint contributions of child effortful control (using inhibitory control and task accuracy as behavioral indices) and positive teacher-student relationships at first grade on reading and mathematics achievement at second grade were examined in 761 children who were predominantly from low-income and ethnic minority backgrounds and assessed to be academically at-risk at entry to first grade. Analyses accounted for clustering effects, covariates, baselines of effortful control measures, and prior levels of achievement. Even with such conservative statistical controls, interactive effects were found for task accuracy and positive teacher-student relationships on future achievement. Results suggest that task accuracy served as a protective factor so that children with high task accuracy performed well academically despite not having positive teacher-student relationships. Further, positive teacher-student relationships served as a compensatory factor so that children with low task accuracy performed just as well as those with high task accuracy if they were paired with a positive and supportive teacher. Importantly, results indicate that the influence of positive teacher-student relationships on future achievement was most pronounced for students with low effortful control on tasks that require fine motor skills, accuracy, and attention-related skills. Study results have implications for narrowing achievement disparities for academically at-risk children.
对761名主要来自低收入和少数族裔背景、在进入一年级时被评估为学业有风险的儿童进行了研究，考察了儿童的努力控制能力（以抑制控制和任务准确性作为行为指标）以及一年级时积极的师生关系对二年级阅读和数学成绩的共同影响。分析考虑了聚类效应、协变量、努力控制措施的基线以及先前的成绩水平。即使采用了如此保守的统计控制方法，仍发现任务准确性和积极的师生关系对未来成绩存在交互作用。结果表明，任务准确性起到了保护作用，即任务准确性高的儿童尽管没有积极的师生关系，学业表现也良好。此外，积极的师生关系起到了补偿作用，即任务准确性低的儿童如果与积极支持的教师配对，其表现与任务准确性高的儿童一样好。重要的是，结果表明，对于在需要精细运动技能、准确性和注意力相关技能的任务上努力控制能力低的学生，积极的师生关系对未来成绩的影响最为显著。研究结果对于缩小学业有风险儿童的成绩差距具有启示意义。
