McKinnon Rachel D, Friedman-Krauss Allison, Roy Amanda L, Raver C Cybele
Applied Psychology Department, New York University, New York, NY, USA.
National Institute for Early Education Research, Rutgers, The State University of New Jersey, New Brunswick, NJ, USA.
J Child Poverty. 2018;24(1):25-46. doi: 10.1080/10796126.2018.1434761. Epub 2018 Feb 15.
Children's relationships with their teachers are critical for classroom-based learning, but children growing up in poverty may be at risk for lower-quality relationships with teachers. Little is known about how changing schools, one poverty-related risk, affects teacher-child relationships. Using growth curve models that control for a host of other poverty-related risks, this study explores the association between children changing schools frequently (defined as three or more school moves) between preschool and third grade and the quality of their relationships with their teachers over these five years in a low-income, ethnic-minority sample. Children who frequently moved schools were reported to be less close to their teachers in third grade and experienced steeper declines in closeness than children who did not change schools frequently. Moreover, the effects of frequent school mobility at third grade were robust to other poverty-related risks, including residential mobility, parental education risk, family income, and single-parent households. Changing schools was unrelated to children's conflict with teachers. We discuss these findings in the context of policies that support students' transitions when changing schools.
儿童与教师的关系对于课堂学习至关重要，但在贫困环境中成长的儿童可能面临与教师建立较低质量关系的风险。对于像换学校这种与贫困相关的风险如何影响师生关系，我们知之甚少。本研究使用生长曲线模型来控制一系列其他与贫困相关的风险，探讨了在低收入、少数民族样本中，儿童在学前班到三年级期间频繁换学校（定义为换校三次或更多次）与他们在这五年中与教师关系质量之间的关联。据报告，频繁换校的儿童在三年级时与教师的关系不那么亲密，而且与不频繁换校的儿童相比，他们的亲密程度下降得更厉害。此外，三年级时频繁换校的影响对于其他与贫困相关的风险具有稳健性，这些风险包括居住流动性、父母教育风险、家庭收入和单亲家庭。换校与儿童和教师之间冲突无关。我们在支持学生换校过渡的政策背景下讨论这些发现。
