Predictors of Children's Kindergarten Classroom Engagement: Preschool Adult-Child Relationships, Self-Concept, and Hyperactivity/Inattention

Amelia Searle, Lauren Miller-Lewis, Michael Sawyer, Peter Baghurst

    Research output: Contribution to journalArticlepeer-review

    15 Citations (Scopus)

    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.

    Original languageEnglish
    Pages (from-to)1112-1136
    Number of pages25
    JournalEarly Education and Development
    Volume24
    Issue number8
    DOIs
    Publication statusPublished - Nov 2013

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