CitationDavis, A. L. & McQuillin, S. D. (2023). Exploring changes in the teacher-child relationship and children's educational expectations. Journal of Applied Developmental Psychology. vol. 87
AbstractSupportive relationships between children and teachers contribute to children's academic success and social-emotional development (e.g., self-efficacy). However, it is unclear how changes in these relationships might translate to changes in educational expectations. In this study, we used data from the National Longitudinal Study of Adolescent to Adult Health (Add Health; N = 20,745) to test how changes in relationship closeness relate to children's expectations for their future educational achievement, as well as how this association differs based on parental expectations, socioeconomic status, and academic aptitude. Cross-lagged regression models indicated that changes in teacher-child closeness positively relate to changes in child educational expectations; multi-group analyses reflect that this association is strongest for children whose parents hold low expectations and for those with lower levels of academic aptitude. We discuss implications for promoting positive academic and social-emotional development within school settings.
NotesExport Date: 13 July 2023; Cited By: 0; Correspondence Address: A.L. Davis; Columbia, 1512 Pendleton St, 29208, United States; email: ALD4@email.sc.edu
Reference TypeJournal Article
Journal TitleJournal of Applied Developmental Psychology
Author(s)Davis, A. L.
McQuillin, S. D.