The Association Between Teachers’ Child-Centered Beliefs and Children’s Academic Achievement: The Indirect Effect of Children’s Behavioral Self-regulation

摘要

Background Recent studies have suggested that teachers’ psychological attributes can be an indicator of teacher quality (Rimm-Kaufman and Hamre in Dev Psychol 45(4):958–972. doi:10.​1037/​a0015861, 2010), and teachers’ child-centered beliefs have been associated with children’s academic achievement (Burchinal and Cryer in Early Child Res Q 18(4):401–426, 2003). The process underlying this link, however, has less been explored. One potential intervening factor can be children’s behavioral self-regulation.