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A Parallel Process Growth Curve Analysis of Teacher-Student Relationships and Academic Achievement
Daniel B Hajovsky1, Steven R Chesnut2, Morgan K Sekula1
1Texas A&M University, College Station, TX, USA.
The Journal of Genetic Psychology
|November 10, 2023
Summary
Positive teacher-student relationships (TSR) in kindergarten boost academic achievement through third grade. Negative relationships hinder early academic success, highlighting the importance of supportive teacher-student connections for student growth.
Area of Science:
- Developmental Psychology
- Educational Psychology
- Child Development
Background:
- Teacher-student relationships (TSR) are crucial for academic outcomes.
- Longitudinal co-development of TSR and achievement in elementary grades is understudied.
- Most research focuses on reading and math, neglecting other subjects.
Purpose of the Study:
- To examine the longitudinal growth trajectories of teacher-student closeness and conflict.
- To investigate the simultaneous development of TSR and achievement in science, reading, and mathematics.
- To analyze these trends from kindergarten to third grade.
Main Methods:
- Utilized parallel process growth curve models (PPGCMs).
- Analyzed data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 (N=13,490).
- Tracked children from kindergarten through third grade.
Main Results:
- Kindergarten teacher-student closeness positively predicted achievement in science, reading, and math, and its growth.
- Kindergarten teacher-student conflict negatively predicted achievement and its growth.
- Child sex, socioeconomic status, and racial/ethnic identity influenced TSR and achievement trends.
Conclusions:
- Early teacher-student relationships significantly impact academic trajectories.
- Supportive relationships foster achievement growth, while conflict impedes it.
- Demographic factors play a role in the co-development of TSR and achievement.
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