Exploring the role of classroom quality and student-teacher relationship in the executive function and academic performance of first grade children

Abstract

This brief report explored the contributions of classroom quality and student-teacher relationship (STR) to the executive function (EF) and academic performance of first grade children. Participants included 898 first grade students from 439 classrooms in Eastern North Carolina and Central Pennsylvania who participated in the Family Life Project. Using hierarchical linear models, our analysis found that at student level, higher levels of student-teacher conflict were consistently associated with lower EF, math, and literacy achievement; teacher-student closeness was not uniquely associated with any outcome. At class level, higher instructional support was uniquely associated better literacy achievement, but not math or EF. Emotional support and classroom organization were not uniquely associated with any outcome. The association of STR with student outcomes did not vary by student gender, race/ethnicity, family income levels or prior skills. Results are discussed with respect to ongoing efforts to understand how teachers best support student cognitive and academic development. Emphasizing the relative benefits of reducing conflict over increasing closeness is noteworthy.