Longitudinal Associations Between Teacher-Student Relationships and School Engagement in Early Elementary School Years: Gender Differences

• In Event: Supporting Student Learning and Development During the Elementary School Years

Abstract

Using the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 (ECLS-K:2011) dataset, this study examined the developmental trends of reciprocal associations between teacher-student relationships (i.e., Closeness and Conflict) and school engagement while focusing on gender differences across early elementary school years (K – 3rd Grade) by using a multigroup Random-Intercept Cross-Lagged Panel Model (RI-CLPM). Several gender similarities and differences were found both at the between-person level and within-person level. Furthermore, a noticeable gender difference was identified at the within-person level: negative reciprocal associations between Conflict and school engagement were identified among only boys over time. Implications for research focusing on methodological issues and implications for practice focusing on classroom management were discussed.

Authors

• Donghyun Kang, Tennessee State University

• Sungyoon Lee, Middle Tennessee State University

• Qinxin Shi, University of Utah

• Yajun Jia, Columbia University