Quality of the kindergarten teacher–child relationship moderates the preschool-to-kindergarten development of math ability on the ECLS-K Math battery but not the Applied Problems subtest¶
Claim · All claims
Evidence · 1 study · associationalr3·q3·i0negligible
Currency · newest study 2016 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
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q3 i0 Teacher–child relationship quality significantly moderated the association between preschool and kindergarten math on the ECLS-K Math measure (β = −0.08, p < .001), but not on the Applied Problems subtest. → Blair 2016
Evidence¶
Blair 2016¶
Blair, Clancy; McKinnon, Rachel D.; the Family Life Project Investigators. (2016). Moderating effects of executive functions and the teacher–child relationship on the development of mathematics ability in kindergarten. Learning and Instruction, 41, 85–93. https://doi.org/10.1016/j.learninstruc.2015.10.001
q3 · i0 · associational · r3
Multilevel regression (Model 2, Table 4) in the Family Life Project sample tested the Preschool Math × Teacher–Child Relationship interaction, rated by kindergarten teachers on the STRS short form (α = 0.86). The interaction was significant for ECLS-K Math only.
"The interaction of teacher–child relationship quality with mathematics ability in preschool also significantly predicted mathematics in kindergarten on the ECLS-K Math measure, β = −0.08, b = −0.23, SE = 0.05, p < .001, but not the Applied Problems subtest."
Discussion¶
Related Claims¶
- Preschool executive function positively predicts kindergarten math on both measures, while teacher–child relationship quality shows only a trend-level main effect on ECLS-K Math and none on Applied Problems — related
- Executive function at 48 months moderates the preschool-to-kindergarten development of math ability on the ECLS-K Math battery but not the Applied Problems subtest — related
- For children with low preschool math ability, higher executive function and more positive teacher relationships are associated with higher-than-expected kindergarten math, with the preschool–kindergarten association stronger among children low in these moderators — possibly the same claim (merge candidate)
- Preschool math ability significantly predicts kindergarten math ability on both the ECLS-K Math battery and the Applied Problems subtest — related
- Studies relying exclusively on the Applied Problems subtest are likely to miss small but meaningful influences on early math achievement because the measure is less sensitive to variation among young children — related
- Inference-based instruction and teacher–student conflict were more strongly associated with math achievement and growth for children with low early math skills (a three-way interaction in observational data) — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
teacher-relationship-moderates-ecls-k-math-growth |
title |
Quality of the kindergarten teacher–child relationship moderates the preschool-to-kindergarten development of math ability on the ECLS-K Math battery but not the Applied Problems subtest |
description |
Quality of the kindergarten teacher–child relationship moderates the preschool-to-kindergarten development of math ability on the ECLS-K Math battery but not the Applied Problems subtest |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2016 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — blair-2016 |
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