دورية أكاديمية
The Relation between Teacher-Student Interaction and Executive Function Performance in Children: A Cross-Cultural Meta-Analysis
| العنوان: | The Relation between Teacher-Student Interaction and Executive Function Performance in Children: A Cross-Cultural Meta-Analysis |
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| اللغة: | English |
| المؤلفون: | Canmei Xu (ORCID |
| المصدر: | Educational Psychologist. 2024 59(3):195-215. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Information Analyses |
| Descriptors: | Teacher Student Relationship, Executive Function, Cultural Context, Conflict, Social Support Groups, Classroom Techniques, Socioeconomic Status, Teacher Characteristics, Student Characteristics, Cultural Influences, Power Structure, Foreign Countries, Individualism, Children |
| مصطلحات جغرافية: | Australia, Belgium, Canada, Chile, China, Ecuador, Ghana, Italy, Lithuania, Romania, South Korea, Mexico, Netherlands, Portugal, Turkey, United Arab Emirates, United Kingdom, United States |
| DOI: | 10.1080/00461520.2024.2315527 |
| تدمد: | 0046-1520 1532-6985 |
| مستخلص: | Executive function (EF) is critical to students' academic behaviors and well-being. Environmental influences, particularly teacher-student interaction (TSI), play a key role in enhancing EF development. Previous studies have linked TSI quality to children's EF, yet the relationships between subdimensions of TSI--such as closeness, conflict, dependency, emotional support, classroom management, and instructional support--and EF outcomes remain unclear. Moreover, it is unclear whether these relations hold true across different cultural contexts. From an initial pool of 14,915 articles, in this meta-analysis, we considered 84 empirical studies across 18 cultural regions, revealing that TSI subdimensions are consistently related to EF with small-to-medium effect sizes. The analysis also identified statistically significant moderating factors, such as individualism, power distance, EF type, EF instrument, and socioeconomic status. Notably, stronger TSI-EF correlations were found among children from cultures with low-individualism and high-power-distance, as well as among children from higher socioeconomic backgrounds. These patterns were particularly pronounced in studies measuring hot EF through adult-reported data. This comprehensive meta-analysis bridges knowledge gaps in TSI-EF dynamics, and supporting theories, such as attachment theory, social learning theory, and socio-cultural theory within educational settings. Crucially, it provides cross-cultural perspectives showing how cultural and contextual factors may intertwine with TSI-EF interactions. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1431335 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 0046-1520 1532-6985 |
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| DOI: | 10.1080/00461520.2024.2315527 |