Transactional associations between classroom engagement and relations with teachers from first through fourth grade

Using structural equation modeling with a population-based cohort of French-speaking children from Quebec (Canada), prospective associations were made between two previously established factors underlying student performance — classroom engagement and the teacher–student relations. Our results show developmental continuity in classroom engagement and teacher–student relations from grades 1 through 4, beyond the influence of confounding child factors (sex, kindergarten cognitive skills, and second grade achievement) and family factors (such as maternal education). Although they were both relatively stable over time, closer relations with teachers showed comparatively less stability than classroom engagement. That is, classroom engagement showed the most developmental continuity from one grade to the next. Because intervention programs targeting very young children are among the most cost-effective (Heckman, 2006), our findings suggest the benefits of investing in evidence-based programs, in concert with practitioners, to promote positive teacher relations with students and encourage their active classroom participation and involvement.

► Classroom engagement and teacher–child relationship are moderately stable.
► Classroom engagement and teacher–child relations covary along the school year.
► Teacher–child relationship in first grade forecasts fourth grade engagement.
► Engagement in first grade did not forecast Teacher–child relations in fourth grade.