An Observational Study of Teachers’ Affilliation and Control Behaviours towards Kindergarten Children
Previous research has shown that the quality of teacher-child relationships influences a range of children’s social and academic outcomes, such as classroom participation (e.g., Ladd, Birch,& Buhs, 1999), academic performance (e.g., Hamre& Pianta, 2001), and peer acceptance (e.g., Henricsson& Rydell, 2006).
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