Teacher-child relationship quality and academic achievement in elementary school: Does gender matter?

Meghan P. McCormick, Erin E. O'Connor

Research output: Contribution to journalArticle

Abstract

Using data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1,364) and 2-level hierarchical linear models with site fixed effects, we examined between- and within-child associations between teacher-child relationship closeness and conflict and standardized measures of children's math and reading achievement from 1st through 5th grades. In addition, we tested whether longitudinal effects varied by gender. Results revealed a between-child effect of conflict and a within-child effect of closeness on reading achievement for the full sample. In addition, there were moderated between- and within-child effects of conflict on math achievement: Girls with more conflictual relationships showed lower overall levels of math achievement and less growth in math achievement than did boys with similar levels of conflict. Implications are discussed.

Original languageEnglish (US)
Pages (from-to)502-516
Number of pages15
JournalJournal of Educational Psychology
Volume107
Issue number2
DOIs
StatePublished - May 1 2015

Fingerprint

academic achievement
elementary school
gender
teacher
Reading
National Institute of Child Health and Human Development (U.S.)
teachers' association
Child Care
linear model
Linear Models
child care
school grade
Conflict (Psychology)
Growth
health

Keywords

  • Achievement
  • Gender
  • Middle childhood
  • Teacher-child relationships

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education

Cite this

Teacher-child relationship quality and academic achievement in elementary school : Does gender matter? / McCormick, Meghan P.; O'Connor, Erin E.

In: Journal of Educational Psychology, Vol. 107, No. 2, 01.05.2015, p. 502-516.

Research output: Contribution to journalArticle

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