Teacher-child interactions: relations with children's self-concept in second grade
نویسندگان
چکیده
منابع مشابه
Child temperament, teacher–child interactions, and teacher–child relationships: A longitudinal investigation from first to third grade
The quality of children’s relationships with teachers in early elementary grades has implications for their academic and behavioral outcomes in later grades (e.g., Hamre & Pianta, 2001). The current study uses data from the NICHD SECCYD to extend work from a recent study of first grade (Rudasill & Rimm-Kaufman, 2009) by examining connections between child shyness, effortful control, and gender ...
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Young children’s relationships with teachers predict social and academic success. This study examines contributions of child temperament (shyness, effortful control) and gender to teacher–child relationship quality both directly and indirectly through the frequency of teacher–child interactions in the classroom. Using an NICHD SECCYD sample of 819 first grade children, four findings emerged: (a...
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Children's interactions with peers in early childhood have been consistently linked to their academic and social outcomes. Although both child and classroom characteristics have been implicated as contributors to children's success, there has been scant research linking child temperament, teacher-child relationship quality, and peer interactions in the same study. The purpose of this study is t...
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self-concept component and its relationship with family structure and perceived parental rearing practices was examined in a sample of 163 adolescents ( 87 girls and 76 boys, aged 16 years old) selected randomly from high schools in tabriz. the subjects completed tennessee self-concept scale with 84 items and a 77-item inventory measuring parental rearing practices. results revealed no signific...
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ژورنال
عنوان ژورنال: Infant and Child Development
سال: 2010
ISSN: 1522-7227,1522-7219
DOI: 10.1002/icd.672