@article{ref1,
title="Teacher-child relationship quality: The roles of child temperament and teacher-child interactions",
journal="Early childhood research quarterly",
year="2009",
author="Rudasill, Kathleen Moritz and Rimm-Kaufman, Sara E.",
volume="24",
number="2",
pages="107-120",
abstract="Young children's relationships with teachers predict social and academic success. This study examines contributions of child temperament (shyness, effortful control) and gender to teacher-child relationship quality both directly and indirectly through the frequency of teacher-child interactions in the classroom. Using an NICHD SECCYD sample of 819 first grade children, four findings emerged: (a) children's shyness, effortful control, and gender contributed directly to teacher-child conflict and closeness; (b) children's shyness contributed to the frequency of child-initiated teacher-child interactions, and children's effortful control contributed to the frequency of teacher-initiated teacher-child interactions; (c) shyness related to teacher-child closeness indirectly through the frequency of child-initiated teacher-child interactions; (d) the frequency of child- and teacher-initiated interactions contributed to each other. Results inform practitioners and researchers of characteristics that put children at risk for failure to form positive relationships with teachers.<p />",
language="",
issn="0885-2006",
doi="10.1016/j.ecresq.2008.12.003",
url="http://dx.doi.org/10.1016/j.ecresq.2008.12.003"
}