Jeffrey Liew|Qi Chen|Jan N. Hughes
Child effortful control, teacher–student relationships, and achievement in academically at-risk children: Additive and interactive effects
Texas A&M University|Texas A&M University|Texas A&M University
joint contributions child effortful control using inhibitory control task accuracy behavioral indices positive teacherstudent relationships first grade reading mathematics achievement second grade examined 761 children predominantly lowincome ethnic minority backgrounds assessed academically atrisk entry first grade analyses accounted clustering effects covariates baselines effortful control measures prior levels achievement even conservative statistical controls interactive effects found task accuracy positive teacherstudent relationships future achievement results suggest task accuracy served protective factor children high task accuracy performed well academically despite positive teacherstudent relationships positive teacherstudent relationships served compensatory factor children low task accuracy performed well high task accuracy paired positive supportive teacher importantly results indicate influence positive teacherstudent relationships future achievement pronounced students low effortful control tasks require fine motor skills accuracy attentionrelated skills study results implications narrowing achievement disparities academically atrisk children