The Influence of Teacher-Child Closeness and Kindergarten Children's Internalizing Behavior on Academic Outcomes (Poster 35)

• In Event: AERA Poster Session Twelve
  In Poster Session: Learning and Motivation in Social and Cultural Contexts 1

Abstract

While studies have recognized the influence of internalizing behavior and teacher-child relationships on children’s academic development, less research has explored how these associations vary between schools. Using the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011, this study uses multilevel modeling to examine school level associations between teacher-child closeness and kindergarten students’ math and reading outcomes, as well as the association between these academic outcomes and internalizing behavior. Study findings indicate that internalizing behavior and teacher-child closeness are negatively and positively related to kindergarten academic outcomes, respectively. Findings also show that teacher-child closeness, but not internalizing behavior, varies by school in its association with academic outcomes. Implications for teacher training and support are discussed.

Authors

• Jeffrey Yo, University of California - Los Angeles
  Presenting Author

• Eric C Burnheimer, University of California - Los Angeles
  Presenting Author