@article{ref1,
title="Teacher depressive symptoms and child math achievement in head start: the roles of family-teacher relationships and approaches to learning",
journal="Child development",
year="2021",
author="Jeon, Shinyoung and Jeon, Lieny and Lang, Sarah and Newell, Kaitlyn",
volume="ePub",
number="ePub",
pages="ePub-ePub",
abstract="This study examined the direct and indirect associations of teachers' depressive symptoms with children's math achievement through teachers' reports of family-teacher relationships and children's approaches to learning (ATL) in Head Start. This study included 3- and 4-year-old 1,547 children (49% female; 27% White, 24% Black, 41% Hispanic/Latino, and 8% others) who attended Head Start from fall 2014 through spring 2015. <br><br>RESULTS indicated that teachers' depressive symptoms were directly associated with lower gains in children's math skills over a year. In addition, teachers who reported higher depressive symptoms were less likely to report positive family-teacher relationships. This, in turn, resulted in lower gains in children's ATL and was associated with lower achievement in math skills (r(2) = .69).<p /> <p>Language: en</p>",
language="en",
issn="0009-3920",
doi="10.1111/cdev.13601",
url="http://dx.doi.org/10.1111/cdev.13601"
}