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Early Maternal Sensitivity and Teacher-Student Relationship Quality Across Grade School: Enduring or Transient Associations?
- Source :
- Child Development; Jul/Aug2020, Vol. 91 Issue 4, pe883-e901, 19p, 1 Illustration, 1 Diagram, 5 Charts
- Publication Year :
- 2020
-
Abstract
- Although teacher-student relationships are assumed to in part reflect early caregiving quality, their social provisions also undergo notable normative change over the course of primary school, shifting from a secure base for social exploration to an instrumental relationship centered on achieving academic goals. This report leveraged prospective, longitudinal data from the Study of Early Child Care and Youth Development (N = 1,306, 52% male, 77% White/non-Hispanic) to investigate whether the association between early caregiving and subsequent teacher-student relationship quality remains stable or diminishes in magnitude over time. Associations between early maternal sensitivity and teacher-student closeness faded from Kindergarten to Grade 6. In contrast, associations between early caregiving and teacher-student conflict endured and were partially accounted for by child externalizing problems. [ABSTRACT FROM AUTHOR]
- Subjects :
- SENSITIVITY (Personality trait)
PSYCHOLOGY of mothers
TEACHER-student relationships
ELEMENTARY schools
LONGITUDINAL method
SCHOOL children
PARENTAL sensitivity
PSYCHOANALYTIC interpretation
RESEARCH
FERRANS & Powers Quality of Life Index
SOCIAL participation
CHILD development
RESEARCH methodology
PSYCHOLOGY
MEDICAL cooperation
EVALUATION research
COMPARATIVE studies
PSYCHOLOGICAL tests
STUDENTS
INTERPERSONAL relations
THEORY
SCHOOLS
QUESTIONNAIRES
RESEARCH funding
MOTHER-child relationship
Subjects
Details
- Language :
- English
- ISSN :
- 00093920
- Volume :
- 91
- Issue :
- 4
- Database :
- Complementary Index
- Journal :
- Child Development
- Publication Type :
- Academic Journal
- Accession number :
- 144619203
- Full Text :
- https://doi.org/10.1111/cdev.13322