Predictors of children's kindergarten classroom engagement: preschool adult-child relationships, self-concept, and hyperactivity/inattention

Abstract

The aim of this prospective study was to identify preschool factors that are associated with children's classroom engagement during their 1st school year. The study was guided by a social-motivational process model that highlights the importance of parent–child and teacher–child relationships in promoting engagement. In preschool, parents and teachers completed questionnaires assessing children's (n = 562) parent–child and teacher–child relationships, global self-concept, and mental health problems. Teachers rated children's engagement levels 1 year later in kindergarten. RESEARCH FINDINGS: Results from structural equation modeling suggested that experiencing good-quality relationships with parents and teachers and positive self-concept during preschool were only indirectly associated with children's kindergarten classroom engagement through their negative associations with hyperactivity/inattention; only hyperactivity/inattention had a significant direct (small-moderate and negative) association with children's engagement. PRACTICE OR POLICY: Interventions that improve adult–child relationships may reduce childhood hyperactivity/inattention during preschool and potentially improve children's engagement, helping them start school ready and eager to learn.