Families & Children Policy Area, MDRC, United States.
Department of Teaching and Learning, New York University, United States.
J Sch Psychol. 2017 Oct;64:76-92. doi: 10.1016/j.jsp.2017.05.001. Epub 2017 Jun 14.
Using data from the NICHD SECCYD (N=1053), we used two-level hierarchical linear models with site fixed effects to examine whether teacher-child closeness and conflict moderated associations between two indicators of early socioeconomic status (maternal education and family income) and standardized measures of children's math and reading achievement at 54months, 1st, 3rd, and 5th grades. Children whose mothers had lower levels of education and conflictual relationships with teachers exhibited lower reading achievement, on average, across elementary school. At the same time, children with less educated mothers who experienced increases in teacher-child closeness and decreases in teacher-child conflict exhibited improvements in reading achievement across elementary school. Finally, low teacher-child closeness elevated the risk for poor math achievement posed by low family income. Implications for intervention design and development are discussed.
利用 NICHD SECCYD（N=1053）的数据，我们使用具有站点固定效应的两层层次线性模型，来检验教师与儿童之间的亲密关系和冲突是否调节了两个早期社会经济地位指标（母亲教育和家庭收入）与儿童在 54 个月、1 年级、3 年级和 5 年级时标准化数学和阅读成绩之间的关联。母亲教育水平较低且与教师关系紧张的儿童，在整个小学阶段的阅读成绩平均较低。同时，母亲教育水平较低但经历了教师与儿童之间的亲密关系增加和冲突减少的儿童，在整个小学阶段的阅读成绩有所提高。最后，低教师与儿童的亲密关系增加了家庭收入较低对数学成绩的不良影响的风险。讨论了对干预设计和发展的启示。
