Testing associations between young children's relationships with mothers and teachers

By Erin E O'Connor, K. Mccartney. 2006

137 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/c953751089e7f6e416ec49d226416d1430325997

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In Clinical Psychology

In Education

Citations in the corpus

Preschool Children’s Prosocial Behavior: The Role of Mother–Child, Father–Child and Teacher–Child Relationships (2016, background): “…the link between the quality of parent– and teacher–child relationships, suggesting children who experienced positive relationships with their parents are more likely to display positive relationships with teachers (Howes and Matheson 1992; O’Connor and McCartney 2006; Sabol and Pianta 2012).”
Relationships Between Teachers and Preschoolers Who Are At Risk: Contribution of Children's Language Skills, Temperamentally Based Attributes, and Gender (2008, background): “…attachment-like relationships with teachers) affords special explanatory value to characterizing the quality of children’s relationships with teachers (e.g., O’Connor & McCartney, 2006; Pianta et al., 1997), additional factors also explain significant amounts of variance in relationship quality.”
The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement (2011, methodology): “For example, several articles used participants from the NICHD Study of Early Child Care and Youth Development (e.g., Belsky et al., 2007; O’Connor & McCartney, 2006; Pianta & Stuhlman, 2004).”
Recent trends in research on teacher–child relationships (2012, background): “O’Connor and McCartney (2006) found that insecure children had lower quality relationships with teachers than securely attached children throughout early childhood.”
Conflict in the Classroom: Gender Differences in the Teacher–Child Relationship (2008, background): “In contrast, positive teacher–child relationships can promote resiliency and foster children's ability to acquire emotional, social, and academic competencies necessary for success in school ( Birch & Ladd, 1998 ; Hamre & Pianta, 2001 ; Noam & Fiore, 2004 ; O'Connor & McCartney, 2006 ; Pianta & ”
Teacher–Child Interactions in the Classroom: Toward a Theory of Within- and Cross-Domain Links to Children's Developmental Outcomes (2010, background): “…noted, some children, including those with adjustment problems, more adverse temperamental dispositions, or insecure attachment, are at risk not only for poor functioning and development but also for low-quality interactions with teachers (Gazelle, 2006; Keogh, 2003; O’Connor & McCartney, 2006).”
Parental Involvement as a Protective Factor During the Transition to High School (2009, background): “Students who experience their parents as encouraging at home may have the emotional and social capacity to build caring relationships with teachers at school ( O’Connor & McCartney, 2006 ).”
Motivational Interventions That Work: Themes and Remaining Issues (2007, background): “Moreover, teacher ethnicity and mismatch between the race/ethnicity of teachers and students is related to conflict and dependency in teacher–student relationships ( O'Connor & McCartney, 2006 ; Saft & Pianta, 2001 ).”