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General Information
    • ISSN: 2010-3689
    • Frequency: Bimonthly (2011-2014); Monthly (Since 2015)
    • DOI: 10.18178/IJIET
    • Editor-in-Chief: Prof. Dr. Steve Thatcher
    • Executive Editor: Ms. Nancy Y. Liu
    • Abstracting/ Indexing: EI (INSPEC, IET), Electronic Journals Library, Google Scholar, Crossref and ProQuest
    • E-mail: ijiet@ejournal.net
Editor-in-chief
Prof. Dr. Steve Thatcher
University of South Australia, Australia
It is my honor to be the editor-in-chief of IJIET. The journal publishes good papers which focous on the advanced researches in the field of information and education technology. Hopefully, IJIET will become a recognized journal among the scholars in the filed of information and education technology.
IJIET 2014 Vol.4(3): 235-243 ISSN: 2010-3689
DOI: 10.7763/IJIET.2014.V4.405

Child and Family Predictors of Child-Teacher Relationship Trajectories during the Transition from Preschool to School

Lauren R. Miller-Lewis, Alyssa C. P. Sawyer, Amelia K. Searle, and Michael G. Sawyer
Abstract—This longitudinal study aimed to identify child, socio-demographic, family, and relationship factors associated with children’s teacher relationship quality trajectories over the transition from preschool into school. A community sample of 636 Australian children were assessed in preschool, the first year, and second year of formal schooling. Teachers at all three assessments reported on child-teacher relationship quality. At preschool, teachers and parents reported on children’s mental health difficulties and prosocial skills, and parents reported on family socio-demographic characteristics, stress, parenting styles, and parent-teacher relationships. Findings from latent-class growth modeling identified a 1) stable-high and 2) a moderate/declining child-teacher relationship trajectory. Logistic regressions found the strongest predictor of belonging to the moderate/declining relationship trajectory was the presence of teacher-rated preschool mental health difficulties. Children exposed to hostile-ineffective parenting were also more likely to experience a moderate/declining trajectory, whereas girls and children with more prosocial skills at preschool were less likely to have a moderate/declining trajectory. For children considered at-risk at preschool due to early mental health difficulties, prosocial skills and parental warmth appeared to protect them from the moderate/declining child-teacher relationship trajectory. Findings suggest that early-interventions focusing on fostering prosocial skills and positive parenting styles may help improve child-teacher relationships over time.

Index Terms—Child-teacher relationship trajectories, prosocial skills, mental health, family characteristics, young children.

Lauren R. Miller-Lewis and Michael G. Sawyer are with the Discipline of Paediatrics, School of Paediatrics and Reproductive Health, University of Adelaide; and the Research and Evaluation Unit, Women‟s and Children‟s Health Network, Australia (e-mail: lauren.millerlewis@adelaide.edu.au; michael.sawyer@adelaide.edu.au).
Alyssa C. P. Sawyer is with the Discipline of Public Health, School of Population Health, University of Adelaide, Australia (e-mail: alyssa.sawyer@adelaide.edu.au).
Amelia K. Searle is with the Centre for Traumatic Stress Studies, School of Population Health, University of Adelaide, Australia (e-mail: amelia.searle@adelaide.edu.au).

[PDF]

Cite: Lauren R. Miller-Lewis, Alyssa C. P. Sawyer, Amelia K. Searle, and Michael G. Sawyer, "Child and Family Predictors of Child-Teacher Relationship Trajectories during the Transition from Preschool to School," International Journal of Information and Education Technology vol. 4, no. 3, pp. 235-243, 2014.

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