Educational Psychology, Department of

 

Date of this Version

2009

Comments

Published in Early Education & Development 20:5 (2009), pp. 845–864; doi: 10.1080/10409280802582803 Copyright © 2009 Taylor & Francis Group, LLC. Used by permission.

Abstract

Research Findings: Research on teacher–child relationships is important, as the quality of this relationship is linked to numerous child outcomes in the areas of academic and social functioning. In addition, parent involvement has been identified as a significant factor in the successful development of a child. This study attempted to join these two lines of research by assessing the extent to which teacher–child relationship quality varies as a function of parent involvement. We used a sample of 894 third-grade children, mothers, and teachers from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care. Regression analyses were conducted to examine the relation between teacher–child relationships and parent involvement while controlling for known determinants of teacher–child relationship quality (i.e., gender and income). All variables were significantly related to teacher–child relationship quality. Parent involvement was negatively related to conflict. Furthermore, more parent involvement predicted less teacher–child conflict, but only for children from low-income families.

Practice or Policy: The results are discussed in terms of the importance of parent involvement to children’s school adjustment, with specific importance for parents of low-income children.