The interaction of student-teacher relationships and mutual friends on academic achievement: the role of perceived competence

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Jason E. Boye (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Advisor
Susan Keane

Abstract: Prior research indicates that children's social relationships are important predictors of later school success. However, research has failed to address how different school relationships, such as those with teachers and peers, work together to predict later academic achievement. Thus, the goal of the current study was to investigate the role of student-teacher relationships and presence of a mutual friend in kindergarten on second grade academic achievement via teacher-reported and standardized assessments. Moreover, we explored children's perceived competence as the meditational process through which kindergarten school relationships impact second grade academic achievement. Participants included 163 children from the RIGHT Track project who participated in kindergarten and second grade assessments and had complete data at both time points. At 5 years of age (kindergarten), classroom sociometric interviews and the Student-Teacher Relationship scale were completed. At 7.5 years (2nd Grade), assessments of academic achievement and perceived competence were gathered. Results yielded a significant interaction between kindergarten student-teacher relationships and mutual friend presence in predicting 2nd grade teacher-reported academic achievement; perceived competence did not mediate this association. This study identified the role of multiple, salient school relationships in predicting academic achievement and indicates the importance of fostering social development in various arenas within the school context.

Additional Information

Publication
Thesis
Language: English
Date: 2011
Keywords
Kindergarten, Mutual Friend, Perceived Competence, School, Second Grade, Student-teacher
Subjects
Teacher-student relationships $z United States $v Case studies
Interpersonal relations $z United States $v Case studies
Academic achievement $z United States $v Case studies