Poster #74 - Impact of cognition and student-teacher relationship quality on achievement in African American children

• In Event: 3-206 - Poster Session 13
  In Poster Session: PS 13 Section - Education, Schooling

Integrative Statement

An abundance of research has demonstrated that cognitive skills influence academic achievement (e.g., Duncan et al., 2007). From a bioecological perspective (Bronfenbrenner, 1994), classroom environments are the most proximal source of influence on a child’s development, next to the home environment. However, to date, most of what we know regarding the relation between early cognitive and environmental processes and achievement comes from research on primarily Caucasian children or low-income African American children. Less research has been conducted on predictors of early achievement among African American children across a spectrum of SES. The transition to school may be especially challenging for African American children who may experience greater conflict and less closeness with their teachers (Murray, Waas, & Murray, 2008) thereby leading to lower liking for school and less engagement in learning (O’Connor & McCartney, 2007). However, positive student-teacher relationships have a positive influence on child outcomes, particularly among African American children (Meehan, Hughes, & Cavell, 2003). This highlights the important roles that teachers can play in African American students’ development and the need for further research in this specific population. To address this gap in the literature, in the present study we examined whether student-teacher relationship quality independently predicted math and reading achievement when examined simultaneously with three aspects of cognition, namely fluid intelligence, executive functioning, crystallized intelligence.

Analyses were conducted using a sample of 171 African American children. Average income-to-needs ratio was 2.12 (SD = 1.61); approximately 42% had an income-to-needs ratio greater than 2.0; Typically, an income-to-needs ratio greater than 2.0 represents families who are middle- to high-income. Measures of fluid intelligence, executive functioning, and crystallized intelligence were collected when the children were in pre-kindergarten. Achievement data were collected when the children were in kindergarten, and kindergarten teachers completed the Student-Teacher Relationship Scale (Pianta, 2001).

Regression analyses were conducted to examine the impact of student-teacher relationship quality over and above the impact of cognition. Analyses of interactions between cognition and student-teacher relationship were exploratory because of limited research in this area. Results revealed that student-teacher relationship quality was a significant predictor of changes in reading, but not math achievement between the pre-kindergarten and kindergarten year when considered simultaneously with cognition. Additionally, the link between fluid intelligence and math achievement was stronger among children who experienced student-teacher relationship quality was weaker. If children feel safe in the classroom environment, in the sense that they have a warm relationship with the teacher or they do not experience conflict, the student may be able to stay focused on classroom tasks and may feel more comfortable asking the teacher for help when needed, which in turn may foster positive achievement outcomes. Additional implications of results will be discussed.

Author

• A. Nayena Blankson, Spelman College
  Presenting Author