Teacher-Child Relationship Quality and Children's School Outcomes: Exploring Gender Differences Across Elementary School Grades

Persistent Link:
http://hdl.handle.net/10150/195743
Title:
Teacher-Child Relationship Quality and Children's School Outcomes: Exploring Gender Differences Across Elementary School Grades
Author:
Ewing, Allison
Issue Date:
2009
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Past research highlights the important role of the teacher-child relationship in children's school adjustment and success. The primary purpose of the present study was to examine the role of child gender in teacher-child relationship quality across elementary school grades. Specifically, this study explored: 1) stability of teacher-child relationship quality over time for girls and boys, 2) gender differences in relationship quality at first, third, and fifth grade, 3) possible relational mechanisms that could mediate the association between child gender and teacher-child relationship quality, 4) child gender as a moderator between relationship quality and child outcomes both concurrently and over time and 5) the influence of teacher gender and teacher-child gender match on relationship quality. Using data from the NICHD Study of Early Childcare and Youth Development (SECCYD), these questions were explored in a sample of 682 children at first, third, and fifth grade. Analyses revealed relative stability in teacher-child relationship quality across grade level with no significant gender differences in stability. However, girls were consistently rated higher in closeness and boys higher in conflict across the grade levels. The child's affiliative orientation toward the teacher was found to partially mediate the link between child gender and relationship quality, such that girls' greater affiliation predicted greater closeness and lower conflict with the teacher. Child gender was found to moderate associations within grade level, such that closeness was associated with greater social competence for girls than boys. Conflict was also associated with more externalizing behaviors for girls than boys. Teacher-child gender match was also found to play a significant role in predicting teacher-child closeness. This study highlights important and significant contributions gender makes to teacher-child relationship quality.
Type:
text; Electronic Dissertation
Keywords:
elementary school; gender differences; teacher-child relationship
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Family & Consumer Sciences; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Taylor, Angela R.
Committee Chair:
Taylor, Angela R.

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleTeacher-Child Relationship Quality and Children's School Outcomes: Exploring Gender Differences Across Elementary School Gradesen_US
dc.creatorEwing, Allisonen_US
dc.contributor.authorEwing, Allisonen_US
dc.date.issued2009en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractPast research highlights the important role of the teacher-child relationship in children's school adjustment and success. The primary purpose of the present study was to examine the role of child gender in teacher-child relationship quality across elementary school grades. Specifically, this study explored: 1) stability of teacher-child relationship quality over time for girls and boys, 2) gender differences in relationship quality at first, third, and fifth grade, 3) possible relational mechanisms that could mediate the association between child gender and teacher-child relationship quality, 4) child gender as a moderator between relationship quality and child outcomes both concurrently and over time and 5) the influence of teacher gender and teacher-child gender match on relationship quality. Using data from the NICHD Study of Early Childcare and Youth Development (SECCYD), these questions were explored in a sample of 682 children at first, third, and fifth grade. Analyses revealed relative stability in teacher-child relationship quality across grade level with no significant gender differences in stability. However, girls were consistently rated higher in closeness and boys higher in conflict across the grade levels. The child's affiliative orientation toward the teacher was found to partially mediate the link between child gender and relationship quality, such that girls' greater affiliation predicted greater closeness and lower conflict with the teacher. Child gender was found to moderate associations within grade level, such that closeness was associated with greater social competence for girls than boys. Conflict was also associated with more externalizing behaviors for girls than boys. Teacher-child gender match was also found to play a significant role in predicting teacher-child closeness. This study highlights important and significant contributions gender makes to teacher-child relationship quality.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectelementary schoolen_US
dc.subjectgender differencesen_US
dc.subjectteacher-child relationshipen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineFamily & Consumer Sciencesen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorTaylor, Angela R.en_US
dc.contributor.chairTaylor, Angela R.en_US
dc.contributor.committeememberButler, Emilyen_US
dc.contributor.committeememberSilverberg Koerner, Susanen_US
dc.identifier.proquest10486en_US
dc.identifier.oclc659752192en_US
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