Grounded in the bioecological model of human development and attachment theory, this study examined whether the proportion of time children spend in activity settings in the kindergarten classroom moderated the relationship between teacher-child relationship quality and children's kindergarten academic and social-emotional outcomes. Participants included kindergarten students (n = 2439) and their teachers (n = 452) in a large and diverse school district in the United States. Using regression models that accounted for the dependence of students in classrooms, we examined the following three research questions: 1) To what extent is quality of children's relationships with their teacher at the beginning of kindergarten associated with growth in children's outcomes (academic, social-emotional, behavioral) over the kindergarten year? 2) To what extent is time spent in different classroom activity settings (i.e., small group, whole group, individual) associated with growth in outcomes? 3) Does time spent in different classroom activity settings moderate the association between teacher-child relationship quality and growth in children's outcomes? We found significant associations between teacher-child relationship quality and kindergarten outcomes as well as between small group setting and mathematics outcomes. We also found that group setting moderated associations between teacher-child relationship quality and some kindergarten outcomes. The findings illustrate the centrality of teacher-child relationship quality in supporting children's outcomes in the early years. Findings also suggest that although there may not be many direct associations between time spent in different settings and outcomes, to fully understand how teacher-child relationships are associated with children's outcomes, it may be important to consider the activity settings in which children spend their time.

中文翻译：

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师子关系质量与幼儿园结果：课堂活动设置的调节作用

本研究以人类发展和依恋理论的生物生态模型为基础，考察了儿童在幼儿园课堂活动环境中花费的时间比例是否调节了师生关系质量与儿童幼儿园学业和社会情感结果之间的关系。参与者包括美国一个大型多元化学区的幼儿园学生 （n = 2439） 和他们的老师 （n = 452）。使用解释学生在课堂上依赖性的回归模型，我们检查了以下三个研究问题：1） 幼儿园开始时儿童与老师的关系质量在多大程度上与幼儿园期间儿童成绩（学业、社会情感、行为）的增长相关？2） 在不同课堂活动环境（即小组、整个小组、个人）中花费的时间与结果的增长有多大关联？3） 在不同课堂活动环境中花费的时间是否调节了师生关系质量与儿童结果增长之间的关联？我们发现师生关系质量与幼儿园结果之间以及小组设置与数学结果之间存在显著关联。我们还发现，分组设置调节了师生关系质量与一些幼儿园结果之间的关联。研究结果说明了师生关系质量在支持儿童早期结果方面的核心地位。 研究结果还表明，尽管在不同环境中花费的时间与结果之间可能没有太多直接关联，但要充分了解师生关系与儿童结果的关系，考虑儿童花费时间的活动环境可能很重要。