Predicting School Adjustment in Early Elementary School: Impact of Teacher Child Relationship Quality and Relational Classroom Climate

  • Buyse E
  • Verschueren K
  • Verachtert P
 et al. 
  • 4

    Readers

    Mendeley users who have this article in their library.
  • N/A

    Citations

    Citations of this article.

Abstract

This longitudinal study evaluated the impact of dyadic and classroom-level teacher-child rela- tionship quality in first grade on children’s psy- chosocial and academic adjustment in first (N = 3,784), second (N=3,666), and third (N=3,582) grade, controlling for several child features, namely, child demographics and children’s ini- tial levels of adjustment in kindergarten. Results of multilevel hierarchical regression analyses showed that first-grade dyadic relationship vari- ables (i.e., teacher-child conflict and closeness) as well as classroom relational climate variables (i.e., the average level of teacher-child conflict and closeness in the classroom) were associated with children’s psychosocial adjustment in the first years of primary school. Associations be- tween first-grade dyadic relationship quality and classroom relational climate, on the one hand, and academic achievement on the other, however, were negligible.

Get free article suggestions today

Mendeley saves you time finding and organizing research

Sign up here
Already have an account ?Sign in

Find this document

Authors

  • Evelien Buyse

  • Karine Verschueren

  • Pieter Verachtert

  • Jan Van Damme

Cite this document

Choose a citation style from the tabs below

Save time finding and organizing research with Mendeley

Sign up for free