TY  - JOUR
PY  - 2014//
TI  - An integrative view of school functioning: transactions between self-regulation, school engagement, and teacher-child relationship quality
JO  - Child development
A1  - Portilla, Ximena A.
A1  - Ballard, Parissa J.
A1  - Adler, Nancy E.
A1  - Boyce, W. Thomas
A1  - Obradović, Jelena
SP  - 1915
EP  - 1931
VL  - 85
IS  - 5
N2  - 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>
LA  - en
SN  - 0009-3920
UR  - http://dx.doi.org/10.1111/cdev.12259
ID  - ref1
ER  -