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) |
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Pages (from-to) | 92-105 |
Number of pages | 14 |
Journal | Early Childhood Research Quarterly |
Volume | 24 |
Issue number | 1 |
DOIs | |
State | Published - Mar 2009 |
Keywords
- Early school adjustment
- Ethnicity
- Gender
- Head Start
- Preschool
- Teacher-child relationship
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology
- Sociology and Political Science