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

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dc.contributor.authorSearle, A.
dc.contributor.authorMiller-Lewis, L.
dc.contributor.authorSawyer, M.
dc.contributor.authorBaghurst, P.
dc.date.issued2013
dc.description.abstractThe 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.
dc.description.statementofresponsibilityAmelia Kate Searle, Lauren R. Miller-Lewis and Michael G. Sawyer, Peter A. Baghurst
dc.identifier.citationEarly Education and Development, 2013; 24(8):1112-1136
dc.identifier.doi10.1080/10409289.2013.764223
dc.identifier.issn1040-9289
dc.identifier.issn1556-6935
dc.identifier.orcidSearle, A. [0000-0002-8602-0146]
dc.identifier.orcidSawyer, M. [0000-0002-7834-0561]
dc.identifier.urihttp://hdl.handle.net/2440/81514
dc.language.isoen
dc.publisherRoutledge
dc.rightsCopyright © 2013 Taylor & Francis Group, LLC
dc.source.urihttps://doi.org/10.1080/10409289.2013.764223
dc.titlePredictors of children's kindergarten classroom engagement: preschool adult-child relationships, self-concept, and hyperactivity/inattention
dc.typeJournal article
pubs.publication-statusPublished

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