Child Effortful Control, Teacher-student Relationships, and Achievement in Academically At-risk Children: Additive and Interactive Effects.

@article{Liew2010ChildEC,
  title={Child Effortful Control, Teacher-student Relationships, and Achievement in Academically At-risk Children: Additive and Interactive Effects.},
  author={J. Liew and Qi Y Chen and Jan N Hughes},
  journal={Early childhood research quarterly},
  year={2010},
  volume={25 1},
  pages={51-64}
}
The joint contributions of child effortful control (using inhibitory control and task accuracy as behavioral indices) and positive teacher-student relationships at first grade on reading and mathematics achievement at second grade were examined in 761 children who were predominantly from low-income and ethnic minority backgrounds and assessed to be academically at-risk at entry to first grade. Analyses accounted for clustering effects, covariates, baselines of effortful control measures, and… CONTINUE READING

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