Ferrier, David E.
Silver, Christopher F.
University of Tennessee at Chattanooga
Place of Publication
Using a longitudinal, nationally representative dataset, ECLS-K:2011, research was conducted to determine the predictive relationship between Self-Regulation in kindergarten and first-grade years and Social Competency in the third- and fourth-grade years of elementary school. Along with this, Student-Teacher Relationships were studied to determine if they could mediate the relationship between Self-Regulation and Social Competency. These aspects have been extensively studied individually in previous research, but this study looks at how these aspects work together and the implications that these relationships have. The current study documented that a) Working Memory predicts indices of Behavioral Engagement and Internalizing Behavior Problems in the classroom, b) Prosocial Behavior is predicted by closeness in Student-Teacher Relationships, and Loneliness is predicted by conflict in Student-Teacher Relationships and c) Prosocial Behavior is predicted by the degree of closeness in Student-Teacher Relationships through Self-Regulatory aspects of cognitive flexibility, attentional focus, and working memory in kindergarten. The findings of the current study highlight the importance of early and close Student-Teacher Relationships and how these relationships can mediate the aspects of self-regulation and social competency.
B. I. S.; An honors thesis submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Bachelor of Integrated Studies.
Child development; Child psychology; School children -- Psychology; Teacher-student relationships
Child Psychology | Early Childhood Education
Anderson, Kelsie, "Through the elementary school years: self-regulation predicting social competence with student-teacher relationships as mediators" (2020). Honors Theses.