ArticleInternational journal of behavioral development2023
The Quality of Early Caregiving and Teacher-Student Relationships in Grade School Independently Predict Adolescent Academic Achievement.
Article in International journal of behavioral development, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed, 16 citations in OpenAlex.
- The predictive validity of the strange situation procedure: Evidence from registered analyses of two landmark longitudinal studies.Development and psychopathology · 2025Article
- On the Broader Significance of Maternal Sensitivity: Mothers' Early and Later Sensitive Parenting Matter to Children's Language, Executive Function, Academics, and Self-Reliance.Developmental science · 2025Article
- Using moderated nonlinear factor models to adjust for differential item functioning in the Student-Teacher Relationship Scale from kindergarten to Grade 6.Journal of school psychology · 2024Article
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Authors and funding
4 authors at 1 institution in 1 country.
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Abstract
Prior research has demonstrated that teacher-student relationships characterized by high levels of closeness and low levels of conflict are associated with higher levels of academic achievement among children. At the same time: (a) some research suggests that the quality of teacher-student relationships in part reflects the quality of early caregiving; and (b) the observed quality of early care by primary caregivers robustly predicts subsequent academic achievement. Given the potential for associations between the quality of teacher-student relationship quality and academic achievement to thus be confounded by the quality of early parenting experiences, the present study examined to what extent children's experiences in early life with primary caregivers (i.e., ages 3 to 42 months) and relationships with teachers during grade school (i.e., Kindergarten to Grade 6) were uniquely associated with an objective assessment of academic achievement at age 16 years in a sample born into poverty (
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