@article{ref1,
title="An integrative view of school functioning: transactions between self-regulation, school engagement, and teacher-child relationship quality",
journal="Child development",
year="2014",
author="Portilla, Ximena A. and Ballard, Parissa J. and Adler, Nancy E. and Boyce, W. Thomas and Obradović, Jelena",
volume="85",
number="5",
pages="1915-1931",
abstract="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. <br><br>FINDINGS illustrate the importance of considering transactions between self-regulation, teacher-child relationship quality, and school engagement in predicting academic competence.<p /> <p>Language: en</p>",
language="en",
issn="0009-3920",
doi="10.1111/cdev.12259",
url="http://dx.doi.org/10.1111/cdev.12259"
}