Top

Gepubliceerd in:

02-12-2022 | Original Paper

Adolescent Academic Success: Teacher-Child Interactions as a Buffer for Early Childhood Relational Adversity

Auteurs: Cambrian Nauman, Priscilla Goble, Edna C. Alfaro, Amy A. Weimer

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 7/2023

Abstract

Focusing on the period of 54-months (i.e., 4.5 years) through age 15, the current study explored the longitudinal influence of early childhood relational adversity (i.e., low-quality mother-child relationship) on adolescents’ academic achievement and the moderating role of high-quality teacher-child interactions. Participants included 1077 children from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development. Academic success outcomes were obtained from official high school transcripts (i.e., grade point average at ninth grade) and direct assessments of adolescents’ cognitive abilities at age 15 (i.e., language, literacy, and mathematics). High-quality teacher-child interactions throughout elementary school (i.e., first grade, third grade, and fifth grade) were measured at the classroom level and assessed using an observational tool of emotional climate and classroom management. Analyses of data revealed a significant three-way interaction. High-quality teacher-child interactions throughout elementary school moderated the relation between early childhood relational adversity and adolescent math development for children from middle and upper-class families, but not for children from lower-class families. Furthermore, child gender was found to moderate the relation between high-quality teacher-child interactions and adolescent language development. Specifically, high-quality teacher-child interactions were positively associated with adolescent female language development but negatively associated with male language development. Implications for the findings, future research, academic programs, and interventions are discussed.

vorige artikel Relational Peer Victimization as a Predictor of Academic Engagement

volgende artikel How Adolescents Gain Academic Achievement in Cumulative Family Risk? The Role of Basic Psychological Needs and Future Orientation

Adachi, P., & Willoughby, T. (2015). Interpreting effect sizes when controlling for stability effects in longitudinal autoregressive models: Implications for psychological science. European Journal of Developmental Psychology, 12(1), 116–128. https://doi.org/10.1080/17405629.2014.963549.CrossRef

Aiken, L. S., West, S. G., & Reno, R. R. (1991). Multiple regression: Testing and interpreting interactions. Sage.

Ainsworth, M. D. S., Blehar, M. C., Waters, E., & Wall, S. N. (2015). Patterns of attachment: A psychological study of the strange situation. Psychology Press. https://doi.org/10.4324/9780203758045

Alfaro, E. C., Umaña-Taylor, A. J., & Bámaca, M. Y. (2006). The influence of academic support on Latino adolescents’ academic motivation. Family Relations, 5(3), 279–291. https://doi.org/10.1111/j.1741-3729.2006.00402.x.CrossRef

Alfaro, E. C., Umaña-Taylor, A. J., Gonzales-Backen, M. A., Bámaca, M. Y., & Zeiders, K. H. (2009). Latino adolescents’ academic success: The role of discrimination, academic motivation, and gender. Journal of Adolescence, 32(4), 941–962. https://doi.org/10.1016/j.adolescence.2008.08.007.CrossRefPubMed

Bámaca-Colbert, M. Y., Gonzales-Backen, M., Henry, C. S., Kim, P. S. Y., Zapata Roblyer, M., Plunkett, S. W., & Sands, T. (2018). Family profiles of cohesion and parenting practices and Latino youth adjustment. Family Process, 57(3), 719–736. 1111/famp.12314.CrossRefPubMed

Benner, A., Boyle, A., & Sadler, S. (2016). Parental involvement and adolescents’ educational success: The roles of prior achievement and socioeconomic status. Journal of Youth and Adolescence, 45(6), 1053–1064. https://doi.org/10.1007/s10964-016-0431-4.CrossRefPubMed

Blum, R. W., McNeely, C. A. & Rinehart, P. M. (2002). Improving the odds: The untapped power of schools to improve the health of teens. Minneapolis: University of Minnesota, Center for Adolescent Health and Development.

Bowers, A. J. (2011). What’s in a grade? The multidimensional nature of what teacher-assigned grades assess in high school. Educational Research and Evaluation, 17(3), 141–159. https://doi.org/10.1080/13803611.2011.597112.CrossRef

Buehler, C., & Gerard, J. (2013). Cumulative family risk predicts increases in adjustment difficulties across early adolescence. Journal of Youth and Adolescence, 42(6), 905–920. https://doi.org/10.1007/s10964-012-9806-3.CrossRefPubMed

Burchinal, M., Zaslow, M., & Tarullo, L. (2016). Quality thresholds, features, and dosage in early care and education: Secondary data analyses of child outcomes: V quality thresholds, features, and dosage in early care and education: Discussion and conclusions. Society for Research in Child Development, 81(2), 75–87. https://doi.org/10.1037/t08945-000.CrossRef

Camacho-Thompson, D. E., Gonzales, N. A., & Tein, J. Y. (2019). Parental academic involvement across adolescence contextualized by gender and parenting practices. Journal of School Psychology, 34, 386–397. https://doi.org/10.1037/spq0000319.CrossRef

Caputi, M., Lecce, S., & Pagnin, A. (2017). The role of mother–child and teacher–child relationship on academic achievement. European Journal of Developmental Psychology, 12(2), 141 https://doi.org/10.1080/17405629.2016.1173538.CrossRef

Cash, A. H., Ansari, A., Pianta, R. C., & Grimm, K. J. (2018). Power of two: The impact of 2 tears of high-quality teacher child interactions. Early Education and Development. https://doi.org/10.1080/10409289.2018.1535153

Chung, G., Phillips, J., Jensen, T. M., & Lanier, P. (2020). Parental involvement and adolescents’ academic achievement: Latent profiles of mother and father warmth as a moderating influence. Family Process, 59(2), 772–788. https://doi.org/10.1111/famp.12450.CrossRefPubMed

Coll, C. G., Crnic, K., Lamberty, G., Wasik, B. H., Jenkins, R., Garcia, H. V., & McAdoo, H. P. (1996). An integrative model for the study of developmental competencies in minority children. Child development, 67(5), 1891–1914. https://doi.org/10.1111/j.1467-8624.1996.tb01834.x.CrossRef

Conger, R. D., & Conger, K. J. (2008). Understanding the processes through which economic hardship influences families and children. Handbook of Families and Poverty, 5, 64–78. https://doi.org/10.4135/9781412976596.n5.CrossRef

Crockett, L. J., Brown, J., Russell, S. T., & Shen, Y. L. (2007). The meaning of good parent-child relationships for Mexican American adolescents. Journal of Research on Adolescence, 17(4), 639–668. https://doi.org/10.1111/j.1532-7795.2007.00539.x.CrossRef

Crosnoe, R., Johnson, M. K., & Elder, Jr., G. H. (2004). Intergenerational bonding in school: The behavioral and contextual correlates of student–teacher relationships. Sociology of Education, 77, 60–81. https://doi.org/10.1177/003804070407700103.CrossRef

Davis, H. A. (2003). Conceptualizing the role and influence of student-teacher relationships on children’s social and cognitive development. Educational Psychologist, 38, 207–234. https://doi.org/10.1207/S15326985EP3804_2.CrossRef

De Brey, C., Musu, L., McFarland, J., Wilkinson-Flicker, S., Diliberti, M., Zhang, A.,… & Wang, X. (2019). Status and trends in the education of racial and ethnic groups 2018. NCES 2019-038. National Center for Education Statistics.

DeRosier, M. E., Kupersmidt, J. B., & Patterson, C. J. (1994). Children’s academic and behavioral adjustment as a function of the chronicity and proximity of peer rejection. Child Development, 65(6), 1799–1813. https://doi.org/10.1111/j.1467-8624.1994.tb00850.x.CrossRefPubMed

Eccles, J. S., & Roeser, R. W. (2009). Schools, academic motivation, and stage-environment fit. In R. M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology: Individual bases of adolescent development (404–434). John Wiley & Sons Inc. https://doi.org/10.1002/9780470479193.adlpsy001013

Enders, C. K. (2010). Applied missing data analysis. Guilford press.

Evans, G. W., Li, D., & Whipple, S. S. (2013). Cumulative risk and child development. Psychological Bulletin, 139(6), 1342–1396. https://doi.org/10.1037/a0031808.CrossRefPubMed

Farmer, T. W., Lines, M. M., & Hamm, J. V. (2011). Revealing the invisible hand: The role of teachers in children’s peer experiences. Journal of Applied Developmental Psychology, 32(5), 247–256. https://doi.org/10.1016/j.appdev.2011.04.006.CrossRef

Federal Interagency Forum on Child and Family Statistics. (2013). America’s children: Key national indicators of well-being. Washington, DC: U.S. Government Printing Office.

Ford, D. H., & Lerner, R. M. (1992). Developmental systems theory: An integrative approach. Thousand Oaks, CA: Sage.

Gibbons, J. L., & Poelker, K. E. (2016). Developmental systems theory: Does it merit a paradigm shift? PsycCritiques, 61(6). https://doi.org/10.1037/a0040119.

Gordon, M. S. (2016). Community disadvantage and adolescent’s academic achievement: The mediating role of father influence. Journal of Child and Family Studies, 25(7), 2069–2078. https://doi.org/10.1007/s10826-016-0380-2.CrossRef

Hamre, B. K., Pianta, R. C., Burchinal, M., Field, S., LoCasale-Crouch, J., Downer, J. T., & Scott-Little, C. (2012). A course on effective teacher-child interactions: Effects on teacher beliefs, knowledge, and observed practice. American Educational Research Journal, 49(1), 88–123. https://doi.org/10.3102/0002831211434596.CrossRef

Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first‐grade classroom make a difference for children at risk of school failure? Child Development, 76(5), 949–967. https://doi.org/10.1111/j.1467-8624.2005.00889.x.CrossRefPubMed

Hatfield, B. E., Burchinal, M. R., Pianta, R. C., & Sideris, J. (2016). Thresholds in the association between quality of teacher–child interactions and preschool children’s school readiness skills. Early Childhood Research Quarterly, 36, 561–571. https://doi.org/10.1016/j.ecresq.2015.09.005.CrossRef

Hess, R. D., Holloway, S. D., Dickson, W. P., & Price, G. G. (1984). Maternal variables as predictors of children’s school readiness and later achievement in vocabulary and mathematics in sixth grade. Child Development, 55, 1902–1912. https://doi.org/10.2307/1129937.CrossRef

Holm, S. (1979). A simple sequentially rejective multiple test procedure. Scandinavian Journal of Statistics, 65-70.

Iruka, I. U., Burchinal, M., & Cai, K. (2010). Long-term effect of early relationships for African American children’s academic and social development: An examination from kindergarten to fifth grade. Journal of Black Psychology, 6(2), 144–171. https://doi.org/10.1177/0095798409353760.CrossRef

Kaminski, J. W., Valle, L. A., Filene, J. H., & Boyle, C. L. (2008). A meta-analytic review of components associated with parent training program effectiveness. Journal of Abnormal Child Psychology, 36(4), 567–589. https://doi.org/10.1007/s10802-007-9201-9.CrossRefPubMed

Kim, M., & Schallert, D. L. (2011). Building caring relationships between a teacher and students in a teacher preparation program word-by-word, moment-by-moment. Teaching and Teacher Education, 27(7), 1059–1067. https://doi.org/10.1016/j.tate.2011.05.002.CrossRef

Lerner, R. M. (2006). Developmental Science, Developmental Systems, and Contemporary Theories of Human Development. In R. M. Lerner & W. Damon (Eds.), Handbook of child psychology: Theoretical models of human development (1–17. John Wiley & Sons Inc.

Liu, A. S., & Schunn, C. D. (2020). Predicting pathways to optional summer science experiences by socioeconomic status and the impact on science attitudes and skills. International Journal of Stem Education, 7(1). https://doi.org/10.1186/s40594-020-00247-y

Lowe, K., & Dotterer, A. M. (2013). Parental monitoring, parental warmth, and minority youths’ academic outcomes: Exploring the integrative model of parenting. Journal of Youth and Adolescence, 42, 1413–1425. https://doi.org/10.1007/s10964-013-9934-4.CrossRefPubMed

Martinez, Jr, C. R., DeGarmo, D. S., & Eddy, J. M. (2004). Promoting academic success among Latino youths. Hispanic Journal of Behavioral Sciences, 26(2), 128–151. https://doi.org/10.1177/0739986304264573.CrossRefPubMedPubMedCentral

Masten, A. S. (2014). Ordinary magic: Resilience in development. New York, NY: Guilford.

Muller, C. (2001). The role of caring in the teacher-student relationship for at-risk students. Sociological Inquiry, 2, 241 https://doi.org/10.1111/j.1475-682X.2001.tb01110.x.CrossRef

Muthén, L. K., & Muthén, B. O. (2012). Mplus User’s Guide Seventh Edition. Muthén and Muthén.

Nelson, N. (2011). Parenting in emerging adulthood: An examination of parenting clusters and correlates. Journal of Youth and Adolescence, 40(6), 730–743. https://doi.org/10.1007/s10964-010-9584-8.CrossRefPubMed

Nettles, S., Mucherah, W., & Jones, D. S. (2000). Understanding resilience: The role of social resources. Journal of Education for Students Placed at. Risk (JESPAR), 5(1-2), 47–60. https://doi.org/10.1016/j.socscimed.2014.05.042.CrossRef

NICHD Early Child Care Research Network. (1993). The NICHD study of early child care: A comprehensive longitudinal study of young children’s lives. ERIC Document Reproduction Service No. ED 353 0870.

NICHD Early Child Care Research Network. (2002). The relation of global first grade classroom environment to structural classroom features, teacher, and student behaviors. The Elementary School Journal, 102(5), 367–387. https://doi.org/10.1086/499709.CrossRef

NICHD Early Child Care Research Network. (2003). The NICHD study of early child care: A comprehensive longitudinal study of young children’s lives. Classroom Observation System Manual – grade 5.

Niehaus, K., Rudasill, K. M., & Rakes, C. R. (2012). A longitudinal study of school connectedness and academic outcomes across sixth grade. Journal of School Psychology, 50(4), 443–460. https://doi.org/10.1016/j.jsp.2012.03.002.CrossRefPubMed

Olsson, C. A., Bond, L., Burns, J. M., Vella-Brodrick, D. A., & Sawyer, S. M. (2003). Adolescent resilience: A concept analysis. Journal of Adolescence, 1(1). https://doi.org/10.1016/S0140-1971(02)00118-5

Patterson, J. M. (2002). Integrating family resilience and family stress theory. Journal of Marriage and Family, 64(2), 349–360. https://doi.org/10.1111/j.1741-3737.2002.00349.x.CrossRef

Patton, G., Glover, S., Bond, L., Butler, H., Godfrey, C., & Di Pietro, G. (2000). The gatehouse project: A systematic approach to mental health promotion in secondary schools. Australian and New Zealand Journal of Psychiatry, 34, 586–593. https://doi.org/10.1046/j.1440-1614.2000.00718.x.CrossRefPubMed

Pianta, R. C. (1992). Child–parent relationship scale. Charlottesville, VA: University of Virginia.

Pianta, R. C., & Allen, J. P. (2008). Building capacity for positive youth development in secondary school classrooms: Changing teachers’ interactions with students. Toward positive youth development: Transforming schools and community programs, 1, 21–40. https://doi.org/10.1093/acprof:oso/9780195327892.003.0002.CrossRef

Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2008). Classroom Assessment Scoring System [CLASS] Manual: Pre-K. Baltimore, MD: Brookes Publishing.

Pianta, R. C., Smith, N., & Reeve, R. E. (1991). Observing mother and child behavior in a problem-solving situation at school entry: Relations with classroom adjustment. School Psychology Quarterly, 6(1), 1 https://doi.org/10.1016/0022-4405(96)00017-9.CrossRef

Pianta, R. C., & Steinberg, M. (1992). Teacher–child relationships and the process of adjusting to school. New Directions for Child and Adolescent Development, 61–80. https://doi.org/10.1002/cd.23219925706.

Reardon, S. F. (2011). The widening academic-achievement gap between the rich and the poor: New evidence and possible explanations. In R. M. Murname & G. J. Duncan (Eds.), Whither opportunity: Rising inequality, schools, and children’s life changes (pp. 91–116. Washington, DC: Brookings Institute.

Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012). Classroom emotional climate, student engagement, and academic achievement. Journal of Educational Psychology, 104(3), 700 https://doi.org/10.1037/a0027268.CrossRef

Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher-student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493–529. https://doi.org/10.3102/0034654311421793.CrossRef

Rudasill, K. M., Gallagher, K. C., & White, J. M. (2010). Temperamental attention and activity, classroom emotional support, and academic achievement in third grade. Journal of School Psychology, 48(2), 113–134. https://doi.org/10.1016/j.jsp.2009.11.002.CrossRefPubMed

Schofield, T., Beaumont, K., Widaman, K., Jochmen, R., Robins, R., & Conger, R. (2012). Parent and child fluency in a common language: Implication for the parent-child relationship and later academic success in Mexican American families. Journal of Family Psychology, 26, 869–870. https://doi.org/10.1037/10030423.CrossRefPubMedPubMedCentral

Spilt, J. L., Hughes, J. N., Wu, J. Y., & Kwok, O. M. (2012). Dynamics of teacher–student relationships: Stability and change across elementary school and the influence on children’s academic success. Child Development, 83(4), 1180–1195. https://doi.org/10.1111/j.1467-8624.2012.01761.x.CrossRefPubMedPubMedCentral

Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75, 417–453. https://doi.org/10.3102/00346543075003417.CrossRef

U.S. Department of Labor Bureau of Labor Statistics (1994). Current Population Survey, March 1991, as cited in U.S. Department of Labor, Women’s Bureau, 1993 Handbook on women workers: Trends and issues. Washington, DC: Government Printing Office. Ward, J. H., Jr. (1963).

Vagi, S. J. (2008). Socioeconomic status and achievement in math and reading in kindergarten through elementary school: The role of social capital. Dissertation Abstracts International, 68. (UMI No. 3285374).

Van Craeyevelt, S., Verschueren, K., Vancraeyveldt, C., Wouters, S., & Colpin, H. (2017). The role of preschool teacher-child interactions in academic adjustment: An intervention study with playing-2-gether. British Journal of Educational Psychology, 87(3), 345–364. https://doi.org/10.1111/bjep.12153.CrossRefPubMed

Vandell, D. L., Belsky, J., Burchinal, M., Steinberg, L., & Vandergrift, N. (2010). Do effects of early child care extend to age 15 years? Results from the NICHD study of early child care and youth development. Child Development, 81(3), 737–756. https://doi.org/10.1111/j.1467-8624.2010.01431.x.CrossRefPubMedPubMedCentral

Voyer, D., & Voyer, S. D. (2014). Gender differences in scholastic achievement: a meta-analysis. Psychological Bulletin, 140(4), 1174 https://doi.org/10.1037/a0036620.CrossRefPubMed

Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.

Wang, M. C., Haertel, G. D., & Walberg, H. J. (1998). Building educational resilience. Fastback 430. Phi Delta Kappa International.

Wentzel, K. R., Battle, A., Russell, S. L., & Looney, L. B. (2010). Social supports from teachers and peers as predictors of academic and social motivation. Contemporary Educational Psychology, 35(3), 193–202.CrossRef

Werner, E. E., & Smith, R. S. (1989). Vulnerable but invincible: A longitudinal study of resilient children and youth. New York: Adams, Bannister, Cox. https://doi.org/10.1007/BF00538544.

Woodcock, R. W., & Johnson, M. B. (1989). Woodcock-Johnson Psycho-Educational Battery - Revised. Itasca, IL: Riverside Publishing.

Yeung, W. J., Linver, M. R., & Brooks-Gunn, J. (2002). How money matters for young childrens development: Parental investment and family processes. Child Development, 73(6), 1861–1879. https://doi.org/10.1111/1467-8624.t01-1-00511.CrossRefPubMed

Zajac, K., & Kobak, R. (2006). Attachment. In G. G. Bear & K. M. Minke (Eds.), Children’s needs III: Development, prevention, and intervention (pp. 379–389). Washington, DC: National Association of School Psychologists.

Titel: Adolescent Academic Success: Teacher-Child Interactions as a Buffer for Early Childhood Relational Adversity
Auteurs: Cambrian Nauman
Priscilla Goble
Edna C. Alfaro
Amy A. Weimer
Publicatiedatum: 02-12-2022
Uitgeverij: Springer US
Gepubliceerd in: Journal of Child and Family Studies / Uitgave 7/2023
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI: https://doi.org/10.1007/s10826-022-02496-7

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 7/2023

Immediate and Longer-Term Effects of Modeling Desired Behavior and Collaborating when Toddlers are Noncompliant

The Interplay Between Anxiety and Avoidance Dimensions of Attachment to Chinese Fathers in Internalizing Problem Behavior among Early Adolescents: An Intercultural Investigation

Maternal Attachment and Maternal Behavior: The Role of Maternal Affect

Latinx college students’ anxiety, academic stress, and future aspirations: the role of sibling relationship quality

Exploring Links Between Social Avoidance and Socio-Emotional Functioning in Early Childhood: The Moderating Role of Maternal Depressive Symptoms

Food Insecurity and Educational Expectation among Chinese Rural School Children: A Serial Multiple Mediation Model