The Reciprocal Relations Among Teacher-Child Relationships, Executive Function, and Academic Achievement: From Kindergarten to Third Grade (Poster 38)

• In Event: Sunday Poster Session 7:45 am
  In Poster Session: Early Education and Child Development: Poster Session 2

iPresentation URL: https://aera24-aera.ipostersessions.com/Default.aspx?s=0A-F0-F5-E3-1C-FF-FE-04-F7-82-BF-FF-91-99-7B-3F

Abstract

A successful transition from kindergarten to elementary school significantly impacts children's academic success. This study investigates the interplay between teacher-child relationships and executive function in relation to academic achievement during this critical period. Data from the Early Childhood Longitudinal Study–Kindergarten (ECLS-K) 2010–2011 Cohort were used for this research. The findings suggest that there are reciprocal relations among teacher-child relations, executive function, and academic achievement. Additionally, teacher-child conflict has a more salient effect on children’s development compared to teacher-child closeness. The study highlights the importance of understanding these intertwined developmental factors and holds practical implications for education and child development.

Authors

• Soo Gyeong Ju, University of Pennsylvania

• Baeksan Yu, Gwangju National University of Education

• Moonyoung Choi, University of Pennsylvania

• Jing Lin, University of Pennsylvania

• Douglas Frye, University of Pennsylvania

• Sharon Wolf, University of Pennsylvania