Associations between Preschoolers’ Engagement and Teacher-Child Interaction, and the Role of Gender

• 발행기관: The Pacific Early Childhood Education Research Association(환태평양유아교육연구학회)
• 저자명: null
• 간행물 정보: 『Asia-Pacific journal of research in early childhood education』Vol.17 No.1, 115~138쪽, 전체 24쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2023.01.01

영문 초록

The purpose of this study was to examine the association between teacher-child interaction and preschoolers’ engagement, and to explore the role of gender in this association. One hundred and thirty-five preschoolers and their classroom teachers in East Tennessee of the U.S. participated in this study. The parents provided children’s demographic information, and classroom teachers completed the questionnaires on preschoolers’ engagement and the quality of teachers’ interaction with each child. The results showed that boys had lower levels of classroom engagement, and a lower quality of interactions with teachers compared to girls. Hierarchical regression analysis revealed that the quality of teachers’ interactions with girls largely accounted for the gender differences in preschoolers’ engagement levels. However, the gender as a moderator between teacher-child one-on-one interaction and preschoolers’ engagement was not found. Compared to other confounders, preschoolers whose mothers having higher educational degrees were more likely to be engaged in the classroom activities.

목차

Introduction

Literature Review

Method

Results

Discussion

키워드

preschoolers’ engagement teacher-child interaction hierarchical regression