Searle, A.Miller-Lewis, L.Sawyer, M.Baghurst, P.2013-12-122013-12-122013Early Education and Development, 2013; 24(8):1112-11361040-92891556-6935http://hdl.handle.net/2440/81514The 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.enCopyright © 2013 Taylor & Francis Group, LLCJournal article002013249010.1080/10409289.2013.7642230003260130000032-s2.0-8488642930217618Searle, A. [0000-0002-8602-0146]Sawyer, M. [0000-0002-7834-0561]