title: An integrative view of school functioning: transactions between self-regulation, school engagement, and teacher-child relationship quality.
abstract: This study investigates the dynamic interplay between teacher-child relationship quality and children's behaviors across kindergarten and first grade to predict academic competence in first grade. Using a sample of 338 ethnically diverse 5-year-old children, nested path analytic models were conducted to examine bidirectional pathways between children's behaviors and teacher-child relationship quality. Low self-regulation in kindergarten fall, as indexed by inattention and impulsive behaviors, predicted more conflict with teachers in kindergarten spring and this effect persisted into first grade. Conflict and low self-regulation jointly predicted decreases in school engagement which in turn predicted first-grade academic competence. Findings illustrate the importance of considering transactions between self-regulation, teacher-child relationship quality, and school engagement in predicting academic competence.
authors.affiliation: Stanford Graduate School of Education.
authors.forename: Ximena A
authors.initials: XA
authors.lastname: Portilla
authors.forename: Parissa J
authors.initials: PJ
authors.lastname: Ballard
authors.forename: Nancy E
authors.initials: NE
authors.lastname: Adler
authors.forename: W Thomas
authors.initials: WT
authors.lastname: Boyce
authors.forename: Jelena
authors.initials: J
authors.lastname: Obradović
mesh_terms: D000124:Achievement; D001288:Attention / Q000502:physiology; D001290:Attitude; D002648:Child; D002652:Child Behavior / Q000523:psychology*; D002675:Child, Preschool; D005178:Faculty; D005260:Female; D006801:Humans; D007175:Impulsive Behavior / Q000502:physiology; D007398:Interpersonal Relations; D008297:Male; D008875:Middle Aged; D012574:Schools