Jan N. Hughes|Wen Luo|Oi?Man Kwok|Linda K. Loyd
Teacher-student support, effortful engagement, and achievement: A 3-year longitudinal study.
Texas A&M University
measures teacherstudent relationship quality tsrq effortful engagement achievement reading math collected year 3 consecutive years beginning participants 1st grade sample 671 531 male academically atrisk children attending 1 3 school districts texas separate latent variable structural equation models authors tested hypothesized model year 2 effortful engagement mediated association year 1 tsrq year 3 reading math skills conduct engagement entered covariate analyses disentangle effects effortful engagement conduct engagement reciprocal effects effortful engagement tsrq achievement effortful engagement also modeled results generally supported hypothesized model year 1 variables direct effect year 3 variables yeartoyear stability findings suggest achievement effortful engagement tsrq form part dynamic system influences early grades intervening point nexus may alter childrens school trajectories