Relationship influences on teachers' perceptions of academic competence in academically at-risk minority and majority first grade students.
This study examined the associations among child demographic variables, teacher perceptions of parent-teacher and student-teacher relationship quality, and teacher perceptions of children's academic abilities in an ethnically diverse sample of 607 academically at-risk first grade children. Relative to relationships with African American children and parents, teachers rated their relationships with White and Hispanic children and parents more positively. Measures of relationship quality added unique variance to teachers' perceptions of children's abilities, controlling for parent educational level and measured ability. Relationship variables fully mediated the association between African American status and teachers' perceptions of children's abilities. Implications of the findings for teacher in-service and professional development and for parent involvement programs are discussed.
Hughes
Jan N
JN
Texas A&M University, College Station, TX 77840-4225, United States.
Gleason
Katie A
KA
Zhang
Duan
D
Child Dev. 2003 Jul-Aug;74(4):1145-57
12938710
Child Dev. 2001 Mar-Apr;72(2):625-38
11333089
Am J Orthopsychiatry. 1998 Jan;68(1):117-25
9494648
Pers Soc Psychol Rev. 2005;9(2):131-55
15869379
Child Dev. 2001 Sep-Oct;72(5):1554-78
11699687
Dev Psychol. 1998 Sep;34(5):934-46
9779740
Monogr Soc Res Child Dev. 1988;53(2):1-157
3226426
J Pers Soc Psychol. 1997 Apr;72(4):791-809
9108695
J Clin Child Psychol. 1999 Jun;28(2):173-84
10353077
Child Dev. 1999 Nov-Dec;70(6):1373-400
10621962
Am Psychol. 2004 Feb-Mar;59(2):77-92
14992634
Dev Psychol. 2003 Mar;39(2):349-71
12661890
Child Dev. 1987 Aug;58(4):1101-13
3608659
Child Dev. 1989 Aug;60(4):981-92
2758891
Child Dev. 1994 Feb;65(1):253-63
8131651
J Sch Psychol. 2000 Nov;38(6):501-523
20357900