学校功能的综合视角：自我调节、学校参与度与师生关系质量之间的相互作用
An integrative view of school functioning: transactions between self-regulation, school engagement, and teacher-child relationship quality.
作者信息
Portilla Ximena A, Ballard Parissa J, Adler Nancy E, Boyce W Thomas, Obradović Jelena
机构信息
Stanford Graduate School of Education.
出版信息
Child Dev. 2014 Sep-Oct;85(5):1915-31. doi: 10.1111/cdev.12259. Epub 2014 Jun 10.
Abstract
This study investigates the dynamic interplay between teacher-child relationship quality and children's behaviors across kindergarten and first grade to predict academic competence in first grade. Using a sample of 338 ethnically diverse 5-year-old children, nested path analytic models were conducted to examine bidirectional pathways between children's behaviors and teacher-child relationship quality. Low self-regulation in kindergarten fall, as indexed by inattention and impulsive behaviors, predicted more conflict with teachers in kindergarten spring and this effect persisted into first grade. Conflict and low self-regulation jointly predicted decreases in school engagement which in turn predicted first-grade academic competence. Findings illustrate the importance of considering transactions between self-regulation, teacher-child relationship quality, and school engagement in predicting academic competence.
摘要
本研究调查了幼儿园和一年级期间师生关系质量与儿童行为之间的动态相互作用，以预测一年级的学业能力。以338名5岁的不同种族儿童为样本，采用嵌套路径分析模型来检验儿童行为与师生关系质量之间的双向路径。幼儿园秋季时，以注意力不集中和冲动行为为指标的低自我调节能力，预示着幼儿园春季时与教师的冲突会增多，且这种影响会持续到一年级。冲突和低自我调节能力共同预示着学校参与度的下降，而这反过来又预示着一年级的学业能力。研究结果表明，在预测学业能力时，考虑自我调节、师生关系质量和学校参与度之间的相互作用非常重要。
相似文献
1
An integrative view of school functioning: transactions between self-regulation, school engagement, and teacher-child relationship quality.学校功能的综合视角：自我调节、学校参与度与师生关系质量之间的相互作用
Child Dev. 2014 Sep-Oct;85(5):1915-31. doi: 10.1111/cdev.12259. Epub 2014 Jun 10.
2
Classroom risks and resources: Teacher burnout, classroom quality and children's adjustment in high needs elementary schools.课堂风险与资源：高需求小学教师职业倦怠、课堂质量与儿童适应情况
J Sch Psychol. 2015 Oct;53(5):337-57. doi: 10.1016/j.jsp.2015.06.002. Epub 2015 Aug 6.
3
Teacher-child relationships and the development of academic and behavioral skills during elementary school: a within- and between-child analysis.师幼关系与小学生学术和行为技能的发展：儿童内差异和儿童间差异分析。
Child Dev. 2011 Mar-Apr;82(2):601-16. doi: 10.1111/j.1467-8624.2010.01533.x. Epub 2011 Mar 9.
4
Does early executive function predict teacher-child relationships from kindergarten to second grade?早期执行功能是否能预测从幼儿园到二年级的师生关系？
Dev Psychol. 2018 Nov;54(11):2053-2066. doi: 10.1037/dev0000584. Epub 2018 Sep 13.
5
Parent- and teacher-child relationships and engagement at school entry: Mediating, interactive, and transactional associations across contexts.入学时的亲子关系和师生关系以及参与度：跨情境的中介、互动和相互作用关联
Dev Psychol. 2017 Jun;53(6):1042-1062. doi: 10.1037/dev0000310. Epub 2017 Apr 20.
6
Task-oriented kindergarten behavior pays off in later childhood.任务导向型幼儿园行为会在后期儿童期得到回报。
J Dev Behav Pediatr. 2013 Feb;34(2):94-101. doi: 10.1097/DBP.0b013e31827a3779.
7
Parent beliefs and children's social-behavioral functioning: the mediating role of parent-teacher relationships.家长信念与儿童的社会行为功能：家长-教师关系的中介作用。
J Sch Psychol. 2013 Apr;51(2):175-85. doi: 10.1016/j.jsp.2013.01.003. Epub 2013 Feb 8.
8
Developmental trajectories of children's behavioral engagement in late elementary school: Both teachers and peers matter.小学高年级儿童行为参与的发展轨迹：教师和同伴都很重要。
Dev Psychol. 2015 Sep;51(9):1292-306. doi: 10.1037/a0039478. Epub 2015 Jul 20.
9
Teacher-child relationships and academic achievement: a multilevel propensity score model approach.师幼关系与学业成就：多层次倾向评分模型方法。
J Sch Psychol. 2013 Oct;51(5):611-24. doi: 10.1016/j.jsp.2013.05.001. Epub 2013 May 24.
10
Dynamics of a dynamic interrelationship: Exploring whether bidirectional learning behaviors-achievement relations differ across student-teacher relationship profiles.动态相互关系的动态性：探讨双向学习行为与成就关系是否因师生关系特征不同而有所差异。
J Sch Psychol. 2024 Jun;104:101308. doi: 10.1016/j.jsp.2024.101308. Epub 2024 Mar 30.
引用本文的文献
1
The Roles of Student-Teacher Relationship Quality and Classroom Self-Regulatory Supports for Children's Self-Regulatory Skills in Kindergarten and First Grade.师生关系质量和课堂自我调节支持对幼儿园及一年级儿童自我调节技能的作用
Early Educ Dev. 2025;36(1):37-61. doi: 10.1080/10409289.2024.2360870. Epub 2024 Jun 16.
2
Principles for Adapting Assessments of Executive Function across Cultural Contexts.跨文化背景下调整执行功能评估的原则。
Brain Sci. 2024 Mar 27;14(4):318. doi: 10.3390/brainsci14040318.
3
ADHD Symptoms Increase Perception of Classroom Entropy and Impact Teacher Stress Levels.注意力缺陷多动障碍症状会增加对课堂无序状态的感知，并影响教师的压力水平。
Children (Basel). 2023 Jun 20;10(6):1082. doi: 10.3390/children10061082.
4
The Relationship between Ninth Graders' Perceptions of Teacher Equity and Their Math Identity: Differences by Student Race and School Racial Composition.九年级学生对教师公平性的认知与其数学身份认同之间的关系：学生种族和学校种族构成的差异
Sociol Educ. 2023 Apr;96(2):129-148. doi: 10.1177/00380407221149016. Epub 2023 Jan 21.
5
Exposome and Trans-syndromal Developmental Trajectories Toward Psychosis.暴露组与精神病的跨综合征发展轨迹
Biol Psychiatry Glob Open Sci. 2022 May 25;2(3):197-205. doi: 10.1016/j.bpsgos.2022.05.001. eCollection 2022 Jul.
6
Associations between Student-Teacher Bonds and Oppositional Behavior Against Teachers in Adolescence: A Longitudinal Analysis from Ages 11 to 15.学生-教师关系与青少年反抗教师行为之间的关联：11 岁至 15 岁期间的纵向分析。
J Youth Adolesc. 2022 Oct;51(10):1997-2007. doi: 10.1007/s10964-022-01645-x. Epub 2022 Jun 28.
7
Ambivalent bonds, positive and negative emotions, and expectations in teachers' perceptions of relationship with their students with ADHD.教师对 ADHD 学生关系的感知中的矛盾情感、积极和消极情绪以及期望。
Int J Qual Stud Health Well-being. 2022 Dec;17(1):2088456. doi: 10.1080/17482631.2022.2088456.
8
ARCCH Model of Resilience: A Flexible Multisystemic Resilience Framework.ARCCH 韧性模型：一个灵活的多系统韧性框架。
Int J Environ Res Public Health. 2022 Mar 25;19(7):3920. doi: 10.3390/ijerph19073920.
9
Early Life Socioeconomic Differences in Associations between Childhood Sleep and Academic Performance.童年睡眠与学业成绩关联中的早期生活社会经济差异
J Appl Dev Psychol. 2022 Mar-Apr;79. doi: 10.1016/j.appdev.2022.101392. Epub 2022 Feb 7.
10
Effortful Control and Extensive Observations of Negative Emotion as Joint Predictors of Teacher-Student Conflict in Childhood.努力控制与对负面情绪的广泛观察作为童年期师生冲突的联合预测因素
Early Educ Dev. 2022;33(1):1-16. doi: 10.1080/10409289.2020.1857169. Epub 2021 Mar 4.
本文引用的文献
1
Teacher-Child Relationships from Kindergarten to Sixth Grade: Early childhood predictors of teacher-perceived conflict and closeness.从幼儿园到六年级的师生关系：教师所感知到的冲突与亲密关系的幼儿期预测因素。
Soc Dev. 2009 Nov;18(4):915-945. doi: 10.1111/j.1467-9507.2008.00508.x.
2
Examining Associations Between Effortful Control and Teacher-Child Relationships in Relation to Head Start Children's Socioemotional Adjustment.探究努力控制与师生关系之间的关联对“提前开端计划”儿童社会情感适应的影响。
Early Educ Dev. 2009 Jul 1;20(5):756-774. doi: 10.1080/10409280802571244.
3
Continuity and Change in Early School Engagement: Predictive of Children's Achievement Trajectories from First to Eighth Grade?早期学校参与度的连续性与变化：能否预测儿童从一年级到八年级的成绩轨迹？
J Educ Psychol. 2009 Feb 1;101(1):190-206. doi: 10.1037/a0013153.
4
Social stratification, classroom climate, and the behavioral adaptation of kindergarten children.社会分层、课堂氛围与幼儿园儿童的行为适应
Proc Natl Acad Sci U S A. 2012 Oct 16;109 Suppl 2(Suppl 2):17168-73. doi: 10.1073/pnas.1201730109. Epub 2012 Oct 8.
5
Relations of Children's Effortful Control and Teacher-Child Relationship Quality to School Attitudes in a Low-Income Sample.低收入样本中儿童的努力控制和师生关系质量与学校态度的关系
Early Educ Dev. 2011;22(3):434-460. doi: 10.1080/10409289.2011.578046. Epub 2011 Jun 1.
6
Dynamics of teacher-student relationships: stability and change across elementary school and the influence on children's academic success.师生关系的动态变化：小学阶段的稳定性和变化，及其对儿童学业成功的影响。
Child Dev. 2012 Jul-Aug;83(4):1180-95. doi: 10.1111/j.1467-8624.2012.01761.x. Epub 2012 Apr 12.
7
How does your kindergarten classroom affect your earnings? Evidence from Project Star.你们幼儿园的教室是如何影响你们的收入的？来自“明星计划”的证据。
Q J Econ. 2011;126(4):1593-660. doi: 10.1093/qje/qjr041.
8
Self-Regulation and School Readiness.自我调节与入学准备。
Early Educ Dev. 2010 Sep 1;21(5):681-698. doi: 10.1080/10409289.2010.497451.
9
Transactional associations among teacher support, peer social preference, and child externalizing behavior: a four-wave longitudinal study.师生支持、同伴社交偏好与儿童外化行为的关系：一项四波纵向研究。
J Clin Child Adolesc Psychol. 2011;40(1):87-99. doi: 10.1080/15374416.2011.533409.
10
The Role of Emotion Regulation and Children's Early Academic Success.情绪调节与儿童早期学业成就的作用。
J Sch Psychol. 2007 Feb 1;45(1):3-19. doi: 10.1016/j.jsp.2006.09.002.
Zotero 插件