Abstract
The present study examined the role of child gender, child ethnicity, and teacher-child ethnic match in moderating the association between teacher-child relationship quality and children's classroom behavioral adjustment. The study was conducted using data from an ethnically diverse sample of 301 Head Start children and their teachers. Teacher-child conflict was found to be a stronger predictor of hostile-aggressive behavior for boys than girls. In contrast, teacher-child closeness was found to be more predictive of school competence for girls than boys. Similar patterns of association were found between teacher-child relationship quality and school behavioral adjustment for Non-Hispanic, white children and those of Mexican-origin. Results also revealed that teacher-child ethnic match did not moderate the association between teacher-child relationship quality and child behavioral adjustment.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 92-105 |
| Number of pages | 14 |
| Journal | Early Childhood Research Quarterly |
| Volume | 24 |
| Issue number | 1 |
| DOIs | |
| State | Published - Mar 2009 |
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Keywords
- Early school adjustment
- Ethnicity
- Gender
- Head Start
- Preschool
- Teacher-child relationship
ASJC Scopus subject areas
- Developmental and Educational Psychology
- Education
- Sociology and Political Science
Cite this
The role of child gender and ethnicity in teacher-child relationship quality and children's behavioral adjustment in preschool. / Ewing, Allison R.; Taylor, Angela R.
In: Early Childhood Research Quarterly, Vol. 24, No. 1, 03.2009, p. 92-105.Research output: Contribution to journal › Article
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TY - JOUR
T1 - The role of child gender and ethnicity in teacher-child relationship quality and children's behavioral adjustment in preschool
AU - Ewing, Allison R.
AU - Taylor, Angela R
PY - 2009/3
Y1 - 2009/3
N2 - The present study examined the role of child gender, child ethnicity, and teacher-child ethnic match in moderating the association between teacher-child relationship quality and children's classroom behavioral adjustment. The study was conducted using data from an ethnically diverse sample of 301 Head Start children and their teachers. Teacher-child conflict was found to be a stronger predictor of hostile-aggressive behavior for boys than girls. In contrast, teacher-child closeness was found to be more predictive of school competence for girls than boys. Similar patterns of association were found between teacher-child relationship quality and school behavioral adjustment for Non-Hispanic, white children and those of Mexican-origin. Results also revealed that teacher-child ethnic match did not moderate the association between teacher-child relationship quality and child behavioral adjustment.
AB - The present study examined the role of child gender, child ethnicity, and teacher-child ethnic match in moderating the association between teacher-child relationship quality and children's classroom behavioral adjustment. The study was conducted using data from an ethnically diverse sample of 301 Head Start children and their teachers. Teacher-child conflict was found to be a stronger predictor of hostile-aggressive behavior for boys than girls. In contrast, teacher-child closeness was found to be more predictive of school competence for girls than boys. Similar patterns of association were found between teacher-child relationship quality and school behavioral adjustment for Non-Hispanic, white children and those of Mexican-origin. Results also revealed that teacher-child ethnic match did not moderate the association between teacher-child relationship quality and child behavioral adjustment.
KW - Early school adjustment
KW - Ethnicity
KW - Gender
KW - Head Start
KW - Preschool
KW - Teacher-child relationship
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UR - http://www.scopus.com/inward/citedby.url?scp=61349129293&partnerID=8YFLogxK
U2 - 10.1016/j.ecresq.2008.09.002
DO - 10.1016/j.ecresq.2008.09.002
M3 - Article
AN - SCOPUS:61349129293
VL - 24
SP - 92
EP - 105
JO - Early Childhood Research Quarterly
JF - Early Childhood Research Quarterly
SN - 0885-2006
IS - 1
ER -