Fostering Early Motivation: The Influence of Teacher-Child Relationships and Interactions on Motivation in the Kindergarten Classroom

Abstract

ABSTRACT Research Findings: The present study examines the unique and joint effects of individual teacher-child relationships and overall quality of teacher-child interactions on the motivation of 2,745 kindergarten children (51% girls; ages 5–6) from an ethnically and linguistically diverse county. Teachers reported the closeness and conflict in their individual relationships with each child. The quality of teacher-child interactions was measured via classroom observations using the Classroom Assessment Scoring System (CLASS). Motivation was measured using children’s self-reports of their school enjoyment, feelings toward the teacher, self-concept, and growth mindset. Multilevel models showed that teacher-child relationships characterized by high closeness were positively associated with children’s motivation, whereas highly conflictual teacher-child relationships were associated with negative motivation outcomes, especially for boys. No significant associations were found between teacher-child interactions and children’s motivation. Practice or Policy: The findings highlight the role of supportive relationships between teachers and children in the early development of motivation, and potential gender differences that may emerge. Professional development and training that help teachers form positive relationships with different children from diverse backgrounds may support teachers in fostering young children’s motivation.