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Antecedents to and outcomes associated with teacher–child relationship perceptions in early childhood: Further evidence for child‐driven effects

2023Journal article Open access
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dc.contributor.authorDede Yildirim, Elif
dc.contributor.authorFrosch, Cynthia A.
dc.contributor.authorJosé dos Santos, António
dc.contributor.authorVeríssimo, Manuela
dc.contributor.authorBub, Kristen
dc.contributor.authorVaughn, Brian
dc.date.accessioned2024-04-30T14:23:15Z
dc.date.available2024-04-30T14:23:15Z
dc.date.issued2023
dc.description.abstractPreschool teachers' perceptions about relationships with students (teacher–child relationships [TCRs]) predict children's subsequent social competence (SC) and academic progress. Why this is so remains unclear. Do TCRs shape children's development, or do child attributes inf luence both TCRs and subsequent development? Relations between TCRs and other measures were examined for 185 preschoolers (107 girls, 89 longitudinal, and ~75% European American). Teachers rated TCRs and child social/affective behaviors. Teacher–child interactions (TCIs) and children's affect expressiveness were observed. Child SC and receptive vocabulary were assessed. TCRs were significantly correlated with each type of outcome. TCIs, SC, expressed affect, and teacher-rated behaviors also predicted TCRs longitudinally. Results suggest that TCR ratings predict subsequent adaptation because they summarize children's behavioral profiles rather than on TCR quality per se.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationDede, Y. E., Frosch, C. A., Santos, A. J., Veríssimo, M., Bub, K., & Vaughn, B. E. (2024). Antecedents to and outcomes associated with teacher–child relationship perceptions in early childhood: Further evidence for child‐driven effects. Child Development, 95(3), 679–698. https://doi.org/10.1111/cdev.14033pt_PT
dc.identifier.doi10.1111/cdev.14033pt_PT
dc.identifier.issn1950-2023
dc.identifier.urihttp://hdl.handle.net/10400.12/9745
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherWiley-Blackwell Publishing Ltdpt_PT
dc.relationLA042-1-14021pt_PT
dc.relationNSF BCS 16-51189pt_PT
dc.relationNSF BCS 16-51191pt_PT
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/pt_PT
dc.titleAntecedents to and outcomes associated with teacher–child relationship perceptions in early childhood: Further evidence for child‐driven effectspt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.conferencePlaceUnited Statespt_PT
oaire.citation.endPage698pt_PT
oaire.citation.issue3pt_PT
oaire.citation.startPage679pt_PT
oaire.citation.titleChild Developmentpt_PT
oaire.citation.volume95pt_PT
person.familyNameDede Yildirim
person.familyNameSantos
person.familyNameVaughn
person.givenNameElif
person.givenNameAntónio
person.givenNameBrian
person.identifier351952
person.identifier.ciencia-id9313-95AC-B1F0
person.identifier.ciencia-id5C13-72EE-5584
person.identifier.orcid0000-0002-9576-5692
person.identifier.orcid0000-0003-2451-9352
person.identifier.orcid0000-0002-0035-2976
person.identifier.ridH-7922-2013
person.identifier.scopus-author-id56720899800
person.identifier.scopus-author-id7402213697
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublicationdc2e162b-713a-4494-9a4f-3c598c4d523e
relation.isAuthorOfPublication1231e5de-a710-42a7-ac7d-41600d6dcedb
relation.isAuthorOfPublicationab8c84b5-52f2-4fca-b0e1-0eedcfcf6dd6
relation.isAuthorOfPublication.latestForDiscovery1231e5de-a710-42a7-ac7d-41600d6dcedb

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