An Integrative View of School Functioning: Transactions Between Self-Regulation, School Engagement, and Teacher–Child Relationship Quality

Author/s: 

Ximena A. Portilla

,

Parissa J. Ballard

,

Nancy E. Adler

,

W. Thomas Boyce

,

Jelena Obradović

Year of Publication: 
2014
Publication: 
Child Development

This study investigates the dynamic interplay between teacher–child relationship quality and children's behaviors across kindergarten and first grade to predict academic competence in first grade. Using a sample of 338 ethnically diverse 5-year-old children, nested path analytic models were conducted to examine bidirectional pathways between children's behaviors and teacher–child relationship quality. Low self-regulation in kindergarten fall, as indexed by inattention and impulsive behaviors, predicted more conflict with teachers in kindergarten spring and this effect persisted into first grade. Conflict and low self-regulation jointly predicted decreases in school engagement which in turn predicted first-grade academic competence. Findings illustrate the importance of considering transactions between self-regulation, teacher–child relationship quality, and school engagement in predicting academic competence.

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APA Citation

Portilla, X. A., Ballard, P. J., Adler, N. E., Boyce. W. T., & Obradović, J. (2014). An Integrative View of School Functioning: Transactions Between Self-Regulation, School Engagement, and Teacher–Child Relationship Quality. Child Development.

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