Teacher–child interactions: relations with children's self-concept in second grade
Version of Record online: 5 MAR 2010
Copyright © 2010 John Wiley & Sons, Ltd.
Infant and Child Development
Volume 19, Issue 4, pages 385–405, July/August 2010
How to Cite
Leflot, G., Onghena, P. and Colpin, H. (2010), Teacher–child interactions: relations with children's self-concept in second grade. Inf. Child Develop., 19: 385–405. doi: 10.1002/icd.672
- Issue online: 19 JUL 2010
- Version of Record online: 5 MAR 2010
- teacher–child interactions;
This study examined whether teacher–child interactions characterized by teacher involvement, structure, and autonomy support at the beginning of second grade predicted children's global, academic, social, and behavioural self-concept at the end of second grade. The study was conducted in 30 second grade classrooms with 570 children and their teachers. Data included teacher reports of teacher–child interactions and child reports of self-concept. Results showed that, when controlling for the initial level of self-concept, children's social self-concept was predicted by teacher involvement, structure, and autonomy support. In addition, teacher autonomy support predicted high academic self-concept. Finally, these teacher–child interaction characteristics did not contribute to the behavioural and global self-concept. The results were similar for boys and girls. Copyright © 2010 John Wiley & Sons, Ltd.