Developmental precursors of engagement and motivation in fifth grade: Linkages with parent- and teacher-child relationships

Publication date: Available online 29 December 2018Source: Journal of Applied Developmental PsychologyAuthor(s): Melissa Castle Heatly, Elizabeth Votruba-DrzalAbstractThe primary aims of this investigation are to evaluate how children's relationships with parents and teachers in first, third, and fifth grades are associated with engagement and motivation in fifth grade, and to examine the ways that parents and teachers respond to children's school readiness skills and competencies. Using data from a large longitudinal study, the NICHD Study of Early Child Care and Youth Development (NICHD-SECCYD, n = 1364), this investigation found support for hypothesized linkages between both early- and concurrent elementary school relationships and fifth-grade engagement and motivational outcomes. Teacher conflict in fifth grade was particularly problematic for both engagement and motivation. Additionally, children's school readiness skills shaped fifth-grade engagement and motivation, through relationships elicited during first and third grade. Implications for future research and intervention are discussed.
Source: Journal of Applied Developmental Psychology - Category: Child Development Source Type: research