Teacher-child relationships, classroom climate, and children's social-emotional and academic development

Journal of Educational Psychology

Volumn 110, Issue 7, 2018, Pages 992-1004

  Rucinski, Christina L ^a   Brown, Joshua L ^a   Downer, Jason T ^b  

^a FORDHAM UNIVERSITY   (United States)

^b UNIVERSITY OF VIRGINIA   (United States)

Author keywords

Academic outcomes; Classroom climate; Social emotional outcomes; Teacher child relationships

Indexed keywords

EID: 85038620409     PISSN: 00220663     EISSN: 19392176     Source Type: Journal    
DOI: 10.1037/edu0000240     Document Type: Article

References (57)

1. Baker, J. A. (2006). Contributions of teacher-child relationships to positive school adjustment during elementary school. Journal of School Psychology, 44, 211-229. http://dx.doi.org/10.1016/j.jsp.2006.02.002
2. Baker, J. A., Grant, S., & Morlock, L. (2008). The teacher-child relationship as a developmental context for children with internalizing or externalizing behavior problems. School Psychology Quarterly, 23, 3-15. http://dx.doi.org/10.1037/1045-3830.23.1.3
3. Berry, D., & O'Connor, E. (2010). Behavioral risk, teacher-child relationships, and social skill development across middle childhood: A childby-environment analysis of change. Journal of Applied Developmental Psychology, 31, 1-14. http://dx.doi.org/10.1016/j.appdev.2009.05.001
4. Birch, S. H., & Ladd, G. W. (1997). The teacher-child relationship and children's early school adjustment. Journal of School Psychology, 35, 61-79. http://dx.doi.org/10.1016/S0022-4405(96)00029-5
5. Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In R. M. Lerner & W. Damon (Eds.), Handbook of child psychology: Vol. 1. Theoretical models of human development (6th ed., pp. 793-828). Hoboken, NJ: Wiley
6. Brophy-Herb, H. E., Lee, R. E., Nievar, M. A., & Stollak, G. (2007). Preschoolers' social competence: Relations to family characteristics, teacher behaviors and classroom climate. Journal of Applied Developmental Psychology, 28, 134-148. http://dx.doi.org/10.1016/j.appdev.2006.12.004
7. Brown, J. L., Jones, S. M., LaRusso, M. D., & Aber, J. L. (2010). Improving classroom quality: Teacher influences and experimental impacts of the 4Rs program. Journal of Educational Psychology, 102, 153-167. http://dx.doi.org/10.1037/a0018160
8. Burchinal, M. R., Peisner-Feinberg, E., Pianta, R., & Howes, C. (2002). Development of academic skills from preschool through second grade: Family and classroom predictors of developmental trajectories. Journal of School Psychology, 40, 415-436. http://dx.doi.org/10.1016/S0022-4405(02)00107-3
9. Burt, K. B., Obradović, J., Long, J. D., & Masten, A. S. (2008). The interplay of social competence and psychopathology over 20 years: Testing transactional and cascade models. Child Development, 79, 359-374. http://dx.doi.org/10.1111/j.1467-8624.2007.01130.x
10. Buyse, E., Verschueren, K., Doumen, S., Van Damme, J., & Maes, F. (2008). Classroom problem behavior and teacher-child relationships in kindergarten: The moderating role of classroom climate. Journal of School Psychology, 46, 367-391. http://dx.doi.org/10.1016/j.jsp.2007.06.009
11. Cadima, J., Doumen, S., Verschueren, K., & Buyse, E. (2015). Child engagement in the transition to school: Contributions of self-regulation, teacher-child relationships and classroom climate. Early Childhood Research Quarterly, 32, 1-12. http://dx.doi.org/10.1016/j.ecresq.2015.01.008
12. Cadima, J., Verschueren, K., Leal, T., & Guedes, C. (2016). Classroom interactions, dyadic teacher-child relationships, and self-regulation in socially disadvantaged young children. Journal of Abnormal Child Psychology, 44, 7-17. http://dx.doi.org/10.1007/s10802-015-0060-5
13. Domitrovich, C. E., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017). Social-emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children. Child Development, 88, 408-416. http://dx.doi.org/10.1111/cdev.12739
14. Downer, J. T., Stuhlman, M., Schweig, J., Martínez, J. F., & Ruzek, E. (2015). Measuring effective teacher-student interactions from a student perspective: A multi-level analysis. The Journal of Early Adolescence, 35, 722-758
15. Enders, C. K., & Tofighi, D. (2007). Centering predictor variables in cross-sectional multilevel models: A new look at an old issue. Psychological Methods, 12, 121-138. http://dx.doi.org/10.1037/1082-989X.12.2.121
16. Gelman, A., Hill, J., & Yajima, M. (2012). Why we (usually) don't have to worry about multiple comparisons. Journal of Research on Educational Effectiveness, 5, 189-211. http://dx.doi.org/10.1080/19345747.2011.618213
17. Greenberg, M. T., Weissberg, R. P., O'Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., & Elias, M. J. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58, 466-474. http://dx.doi.org/10.1037/0003-066X.58.6-7.466
18. Griggs, M. S., Mikami, A. Y., & Rimm-Kaufman, S. E. (2016). Classroom quality and student behavior trajectories in elementary school. Psychology in the Schools, 53, 690-704. http://dx.doi.org/10.1002/pits.21941
19. Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72, 625-638. http://dx.doi.org/10.1111/1467-8624.00301
20. 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, 949-967. http://dx.doi.org/10.1111/j.1467-8624.2005.00889.x
21. Hamre, B. K., Pianta, R. C., Downer, J. T., DeCoster, J., Mashburn, A. J., Jones, S. M., Brackett, M. A. (2013). Teaching through interactions: Testing a developmental framework of teacher effectiveness in over 4,000 classrooms. The Elementary School Journal, 113, 461-487. http:// dx.doi.org/10.1086/669616
22. Hamre, B. K., Pianta, R. C., Downer, J. T., & Mashburn, A. J. (2008). Teachers' perceptions of conflict with young students: Looking beyond problem behaviors. Social Development, 17, 115-136
23. Henricsson, L., & Rydell, A. M. (2004). Elementary school children with behavior problems: Teacher-child relations and self-perception. A prospective study. Merrill-Palmer Quarterly, 50, 111-138. http://dx.doi.org/10.1353/mpq.2004.0012
24. Howes, C. (2000). Social-emotional classroom climate in child care, child-teacher relationships and children's second grade peer relations. Social Development, 9, 191-204. http://dx.doi.org/10.1111/1467-9507.00119
25. Hughes, J. N. (2011). Longitudinal effects of teacher and student perceptions of teacher-student relationship qualities on academic adjustment. The Elementary School Journal, 112, 38-60. http://dx.doi.org/10.1086/ 660686
26. Hughes, J. N., Cavell, T. A., & Jackson, T. (1999). Influence of the teacher-student relationship on childhood conduct problems: A prospective study. Journal of Clinical Child Psychology, 28, 173-184. http://dx.doi.org/10.1207/s15374424jccp2802_5
27. Hughes, J. N., Im, M. H., & Wehrly, S. E. (2014). Effect of peer nominations of teacher-student support at individual and classroom levels on social and academic outcomes. Journal of School Psychology, 52, 309-322. http://dx.doi.org/10.1016/j.jsp.2013.12.004
28. Hughes, J. N., Zhang, D., & Hill, C. R. (2006). Peer assessments of normative and individual teacher-student support predict social acceptance and engagement among low-achieving children. Journal of School Psychology, 43, 447-463. http://dx.doi.org/10.1016/j.jsp.2005.10.002
29. Jellesma, F. C., Zee, M., & Koomen, H. M. (2015). Children's perceptions of the relationship with the teacher: Associations with appraisals and internalizing problems in middle childhood. Journal of Applied Developmental Psychology, 36, 30-38. http://dx.doi.org/10.1016/j.appdev.2014.09.002
30. Jerome, E. M., Hamre, B. K., & Pianta, R. C. (2009). Teacher-child relationships from kindergarten to sixth grade: Early childhood predictors of teacher-perceived conflict and closeness. Social Development, 18, 915-945. http://dx.doi.org/10.1111/j.1467-9507.2008.00508.x
31. Jones, D. E., Greenberg, M., & Crowley, M. (2015). Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness. American Journal of Public Health, 105, 2283-2290. http://dx.doi.org/10.2105/AJPH.2015.302630
32. Koomen, H. M., & Jellesma, F. C. (2015). Can closeness, conflict, and dependency be used to characterize students' perceptions of the affective relationship with their teacher? Testing a new child measure in middle childhood. The British Journal of Educational Psychology, 85, 479-497. http://dx.doi.org/10.1111/bjep.12094
33. Lee, P., & Bierman, K. L. (2015). Classroom and teacher support in kindergarten: Associations with the behavioral and academic adjustment of low-income students. Merrill-Palmer Quarterly, 61, 383-411. http:// dx.doi.org/10.13110/merrpalmquar1982.61.3.0383
34. Li, Y., Hughes, J. N., Kwok, O. M., & Hsu, H. Y. (2012). Evidence of convergent and discriminant validity of child, teacher, and peer reports of teacher-student support. Psychological Assessment, 24, 54-65. http:// dx.doi.org/10.1037/a0024481
35. Maldonado-Carreño, C., & Votruba-Drzal, E. (2011). Teacher-child relationships and the development of academic and behavioral skills during elementary school: A within-and between-child analysis. Child Development, 82, 601-616. http://dx.doi.org/10.1111/j.1467-8624.2010.01533.x
36. Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., Howes, C. (2008). Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills. Child Development, 79, 732-749. http://dx.doi.org/10.1111/j.1467-8624.2008.01154.x
37. McCormick, M. P., O'Connor, E. E., Cappella, E., & McClowry, S. G. (2013). Teacher-child relationships and academic achievement: A multilevel propensity score model approach. Journal of School Psychology, 51, 611-624. http://dx.doi.org/10.1016/j.jsp.2013.05.001
38. Meehan, B. T., Hughes, J. N., & Cavell, T. A. (2003). Teacher-student relationships as compensatory resources for aggressive children. Child Development, 74, 1145-1157. http://dx.doi.org/10.1111/1467-8624.00598
39. National Institute of Child Health and Human Development Early Child Care Research Network. (2003). Social functioning in first grade: Prediction from home, child care and concurrent school experience. Child Development, 74, 1639-1662. http://dx.doi.org/10.1046/j.1467-8624.2003.00629.x
40. O'Connor, E. (2010). Teacher-child relationships as dynamic systems. Journal of School Psychology, 48, 187-218. http://dx.doi.org/10.1016/j.jsp.2010.01.001
41. O'Connor, E., & McCartney, K. (2007). Examining teacher-child relationships and achievement as part of an ecological model of development. American Educational Research Journal, 44, 340-369. http://dx.doi.org/10.3102/0002831207302172
42. Olsson, C. A., McGee, R., Nada-Raja, S., & Williams, S. M. (2013). A 32-year longitudinal study of child and adolescent pathways to wellbeing in adulthood. Journal of Happiness Studies, 14, 1069-1083. http://dx.doi.org/10.1007/s10902-012-9369-8
43. Orpinas, P., & Frankowski, R. (2001). The Aggression Scale: A self-report measure of aggressive behavior for young adolescents. The Journal of Early Adolescence, 21, 50-67. http://dx.doi.org/10.1177/027243160 1021001003
44. Pianta, R. (1992). Student-Teacher Relationship Scale. Charlottesville, VA: University of Virginia
45. Pianta, R. C., Belsky, J., Vandergrift, N., Houts, R., & Morrison, F. J. (2008). Classroom effects on children's achievement trajectories in elementary school. American Educational Research Journal, 45, 365-397. http://dx.doi.org/10.3102/0002831207308230
46. Pianta, R. C., Hamre, B. K., & Mintz, S. L. (2010). Classroom Assessment Scoring System manual: Upper elementary. Charlottesville, VA: University of Virginia
47. Pianta, R. C., Mashburn, A. J., Downer, J. T., Hamre, B. K., & Justice, L. (2008). Effects of web-mediated professional development resources on teacher-child interactions in pre-kindergarten classrooms. Early Childhood Research Quarterly, 23, 431-451. http://dx.doi.org/10.1016/j.ecresq.2008.02.001
48. Raudenbush, S. W., Bryk, A. S., & Congdon, R. T. (2010). Hierarchical linear modeling with the HLM7 programs. Chicago, IL: Scientific Software International
49. Raver, C. C., Jones, S. M., Li-Grining, C. P., Metzger, M., Smallwood, K., & Sardin, L. (2008). Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings. Early Childhood Research Quarterly, 63, 253-255
50. Rey, R. B., Smith, A. L., Yoon, J., Somers, C., & Barnett, D. (2007). Relationships between teachers and urban African American children: The role of informant. School Psychology International, 28, 346-364. http://dx.doi.org/10.1177/0143034307078545
51. Reynolds, C. R., & Kamphaus, R. W. (1998). Behavioral Assessment System for Children. Circle Pines, MN: American Guidance Service Inc
52. Rivers, S. E., Brackett, M. A., Reyes, M. R., Elbertson, N. A., & Salovey, P. (2013). Improving the social and emotional climate of classrooms: A clustered randomized controlled trial testing the RULER Approach. Prevention Science, 14, 77-87. http://dx.doi.org/10.1007/s11121-012-0305-2
53. Shin, H., & Ryan, A. M. (2017). Friend influence on early adolescent disruptive behavior in the classroom: Teacher emotional support matters. Developmental Psychology, 53, 114-125. http://dx.doi.org/10.1037/ dev0000250
54. 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, 1180-1195. http://dx.doi.org/10.1111/j.1467-8624.2012.01761.x
55. Troop-Gordon, W. (2015). The role of the classroom teacher in the lives of children victimized by peers. Child Development Perspectives, 9, 55-60. http://dx.doi.org/10.1111/cdep.12106
56. Wethington, E., & Kessler, R. C. (1986). Perceived support, received support, and adjustment to stressful life events. Journal of Health and Social Behavior, 27, 78-89. http://dx.doi.org/10.2307/2136504
57. Wilson, H. K., Pianta, R. C., & Stuhlman, M. (2007). Typical classroom experiences in first grade: The role of classroom climate and functional risk in the development of social competencies. The Elementary School Journal, 108, 81-96. http://dx.doi.org/10.1086/525548