We tested the longitudinal measurement invariance of the Teacher Network of Relationships Inventory (TNRI), a teacher-report measure of teacher-student relationship quality (TSRQ), on a sample of 784 academically at-risk students across ages 6 to 15 years by comparing the model for each subsequent year with that of the previous year(s). The TNRI…

This manual provides guidance and documentation for users of the longitudinal kindergarten-second grade (K-2) data file of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). It mainly provides information specific to the second-grade rounds of data collection. Users should refer to the "Early Childhood…

This study examined the influence of student-teacher relationships on children's anxiety and its differential association according to children's sex and academic achievement. The sample included 350 third- and fourth-grade students and their elementary school teachers. Results of multiple regression analysis indicated that student-teacher…

Greater public and scholarly awareness of the educational influence of males (men and fathers) on child development has generated a parallel need for empirical research into the gender-related structure and dynamics of relationships between girls/boys and female/male educators in early childhood education institutions. The Austrian W-INN pilot…

This manual provides guidance and documentation for users of the longitudinal kindergarten-fourth grade (K-4) public-use data file of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011), which includes the first release of the public version of the third-grade data. This manual mainly provides information specific…

Teacher-child relationships in early childhood are a crucial prerequisite for children's emotional, social and academic development. Therefore, it is important to be able to measure accurately the quality of interactions among them. The Student-Teacher Relationship Scale (STRS) is a widely accepted instrument in measuring the quality of…

This study investigates potential predictors of teacher-child relationships (i.e., closeness and conflict) focusing on child gender, teacher-child ethnicity match, and teacher education. Additionally, the study explores the possible moderation effect of teacher education on the associations between teacher-child relationships and child gender or…

Aim of this study is to examine the factors that affect children's behavioral problems and present the relationships between children's behavioral problems, social skills and teacher child relationship. Relational screening model was preferred for this study. Study group consisted of 53, 36-48 months of age children who studied at early childhood…

Prior research suggests that parenting affects children's relationships, including those with teachers, although there is variation across individuals in such effects. Given evidence suggesting that oxytocin may be particularly important for the quality of social relationships, we tested the hypotheses (a) that change in parenting from 4 to 6…

The current study is one of the first to investigate children's perceptions of quality in teacher-child relationships using a narrative measure. It is also one of the first studies to investigate how the child's report is associated with the teacher's report and with an observer's report of quality in teacher-child interactions. Participants…

This study examined three competing models assessing the directional associations between the quality of children's relationships with teachers and friends (i.e., closeness and conflict) and their emotional and behavioral school engagement (i.e., the relationship-driven, engagement-driven, and transactional models). The additive contributions of…

Background: The constructs of closeness, conflict, and dependency, which are derived from attachment theory, are widely used to qualify teachers' perceptions of relationships with individual children. Aims: Our main aim was to reveal whether similar and reliable dimensions could be identified in middle childhood with a newly developed student…

The present study examined the unique and joint effects of peer victimization and conflicts with teachers on student behavioral and affective engagement across the school year among a sample of 333 fifth- and sixth-grade students. Results first showed that peer victimization was not a significant predictor of students' affective engagement,…

Person-centered analyses of achievement goals have been scarce in studies of elementary school children. In this investigation, the authors examined the natural combinations of achievement goals (mastery, performance-approach, performance-avoidance) among 3rd grade students (N = 195) and how clusters differed in self-, teacher-, and peer-reported…

This study explored the association between teacher-reported student-teacher relationship quality (closeness and conflict) and demographic factors, school functioning and child mental health in a cross-sectional study. The study was conducted among a national sample of Norwegian school children (N?=?825) in grades 1 to 7. Bivariate analyses and…