TY  - JOUR
PY  - 2021//
TI  - Teacher depressive symptoms and child math achievement in head start: the roles of family-teacher relationships and approaches to learning
JO  - Child development
A1  - Jeon, Shinyoung
A1  - Jeon, Lieny
A1  - Lang, Sarah
A1  - Newell, Kaitlyn
SP  - ePub
EP  - ePub
VL  - ePub
IS  - ePub
N2  - 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>
LA  - en
SN  - 0009-3920
UR  - http://dx.doi.org/10.1111/cdev.13601
ID  - ref1
ER  -