Predictors of Children's Kindergarten Classroom Engagement: Preschool Adult–Child Relationships, Self-Concept, and Hyperactivity/Inattention

Abstract

The aim of this prospective study was to identify preschool factors that are associated with children's classroom engagement during their 1st school year. The study was guided by a social-motivational process model that highlights the importance of parent–child and teacher–child relationships in promoting engagement. In preschool, parents and teachers completed questionnaires assessing children's (n = 562) parent–child and teacher–child relationships, global self-concept, and mental health problems. Teachers rated children's engagement levels 1 year later in kindergarten. Research Findings: Results from structural equation modeling suggested that experiencing good-quality relationships with parents and teachers and positive self-concept during preschool were only indirectly associated with children's kindergarten classroom engagement through their negative associations with hyperactivity/inattention; only hyperactivity/inattention had a significant direct (small-moderate and negative) association with children's engagement. Practice or Policy: Interventions that improve adult–child relationships may reduce childhood hyperactivity/inattention during preschool and potentially improve children's engagement, helping them start school ready and eager to learn.

Notes

¹Preschool is attended by the majority of children in Western countries prior to school (e.g., Steering Committee for the Review of Government Service Provision, 2008).

²Within this literature review, effect sizes are discussed with respect to Cohen's (1988) guidelines, where a value of .2 is small, .5 is medium, and .8 is large in size.

³In South Australia, children begin full-time formal schooling following their fifth birthday. This first school year is called the Reception year. However, to align with the articles in this journal, the term kindergarten is used to apply to this school year level.

Note. Inter-informant correlations for identical variables are in bold. (p) = parent report; (t) = preschool teacher report; (tK) = kindergarten teacher report.

^a Standardized score.

Correlation coefficients ≥.08 are significant at the p < .05 level or better.

⁴There are four terms in a school year in South Australia, at approximately 10 weeks in duration. This differs across Australian states and territories.

Note. Covariates are adjusted for in regressions, but their effects are not displayed. B = bootstrapped; 95% CI = lower and upper 95% bias-corrected confidence intervals; (p) = parent report; (t) = preschool teacher report.

***p < .001.

Note. Numbers may not add up exactly because of rounding. B = bootstrapped; 95% CI = lower and upper 95% bias-corrected confidence intervals; (p) = parent report; (t) = preschool teacher report.

†p = .06. *p < .05. **p < .01. ***p < .001.