Longitudinal Trends Between Teacher-Student Relationship Quality and Social Skills During Elementary School (Poster 19)

• In Event: AERA Poster Session 6
  In Poster Session: Teaching-Learning in Relationship (San Diego)

Abstract

The purpose of this study was to estimate the longitudinal and reciprocal effects of teacher–student relationship quality (TSRQ) and social skills (SS) for kindergarten through third grade students. Longitudinal reciprocal relations between teacher rated closeness and conflict, and student interpersonal and self-control skills were examined in a large, nationally representative longitudinal sample (ECLS-K:2011). SEM was used to test longitudinal effects of TSRQ and SS. Results suggest that the small to moderate effects of teacher–student closeness on student’s interpersonal skills were bidirectional. Additionally, the moderate to large effects of teacher–student conflict on student’s self-control skills were bidirectional. Prior teacher–student conflict also had large negative effects on subsequent interpersonal skills, but not vice versa.

Authors

• Steven Randall Chesnut, University of Missouri - Kansas City

• Daniel B. Hajovsky, Texas A&M University

• Kate Helbig, University of South Dakota

• Shanel Goranowski, University of South Dakota