Title: Predicting school adjustment in early elementary school: Impact of teacher-child relationship quality and relational classroom climate
Authors: Buyse, Evelien ×
Verschueren, Karine
Verachtert, Pieter
Van Damme, Jan #
Issue Date: 2009
Publisher: University of Chicago Press
Series Title: The Elementary School Journal vol:110 issue:2 pages:119-141
Abstract: This longitudinal study evaluated the impact of dyadic and classroom-level teacher-child relationship quality in first grade on children’s psychosocial 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 initial levels of adjustment in kindergarten. Results of multilevel hierarchical regression analyses showed that first grade dyadic relationship variables (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 between first grade dyadic relationship quality and classroom relational climate, on the one hand, and academic achievement, on the other, were however negligible.
ISSN: 0013-5984
Publication status: published
KU Leuven publication type: IT
Appears in Collections:School Psychology and Child and Adolescent Development
Education and Training
× corresponding author
# (joint) last author

Files in This Item:
File Description Status SizeFormat
605768.pdf Published 255KbAdobe PDFView/Open Request a copy

These files are only available to some KU Leuven Association staff members


All items in Lirias are protected by copyright, with all rights reserved.

© Web of science