Developmental trajectories of teacher-student closeness and reading achievement: The mediating roles of cognitive flexibility and intrinsic reading motivation

Jing HUANG (Presenter)

Research output: Other Conference ContributionsPresentation

64 Downloads (Pure)

Abstract

This study examines the roles of cognitive flexibility and reading motivation in explaining the longitudinal link between teacher-student closeness and reading achievement. The investigation is motivated by the fact that cognitive flexibility and reading motivation have been shown to be correlates of teacher-student relationship and reading achievement, yet their mediating roles are less well understood. The current study uses a sample of 17,342 students (8463 females; mean age = 73.42 months) from the Early Childhood Longitudinal Study with different ethnic backgrounds. A declining trend of teacher-student closeness from kindergarten to Grade 2 was found. Teacherstudent closeness at kindergarten was positively associated with reading achievement at Grade 4 and the effect was mediated by cognitive flexibility and reading motivation at Grade 3. Declining closeness from kindergarten to Grade 2 was not related to the other associations. Consistent with the extended attachment view, these findings highlight the importance of an early supportive teacher-student relationship in promoting flexibility in thinking and interest in reading. This enhances subsequent reading performance in the middle elementary school years.
Original languageEnglish
Pages14-14
Number of pages1
Publication statusPublished - 27 Oct 2023
EventNCCU-LU Joint Symposium 2023 International Research Seminar: New Norms and Innovation in Education -
Duration: 27 Oct 202327 Oct 2023
https://www.ln.edu.hk/sgs/NCCU-LU-Joint-Symposium-2023-International-Research-Seminar

Seminar

SeminarNCCU-LU Joint Symposium 2023 International Research Seminar: New Norms and Innovation in Education
Period27/10/2327/10/23
Internet address

Fingerprint

Dive into the research topics of 'Developmental trajectories of teacher-student closeness and reading achievement: The mediating roles of cognitive flexibility and intrinsic reading motivation'. Together they form a unique fingerprint.

Cite this