| Title: |
Latinx Children's Approaches to Learning in Kindergarten: The Relevance of the Classroom Emotional Climate |
| Language: |
English |
| Authors: |
Jiehui Zhao; Ting-Yu Ariel Chung; Margaret Bridges; Claudia L. Galindo |
| Source: |
AERA Online Paper Repository. 2025. |
| Availability: |
AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net |
| Peer Reviewed: |
Y |
| Page Count: |
14 |
| Publication Date: |
2025 |
| Document Type: |
Speeches/Meeting Papers; Reports - Research |
| Education Level: |
Early Childhood Education; Elementary Education; Kindergarten; Primary Education |
| Descriptors: |
Hispanic American Students; Kindergarten; Preschool Children; Classroom Environment; Emotional Response; Immigrants; Socioeconomic Status; Student Experience; Minority Group Teachers; Teacher Student Relationship; Conflict; Teacher Attitudes; Social Emotional Learning; School Readiness; Teacher Expectations of Students; Student Behavior |
| Assessment and Survey Identifiers: |
Early Childhood Longitudinal Survey |
| DOI: |
10.3102/2194638 |
| Abstract: |
We used the ECLS-K:2011 data to investigate the relationship between Latinx kindergarteners' approaches to learning and their classroom emotional climate. The descriptive analysis indicated essential differences in the classroom emotional climate by immigrant and socioeconomic status (SES). For example, Latinx students from immigrant families are significantly more likely to have a Latinx teacher and experience significantly lower levels of closeness and less conflict (problematic interactions) with teachers than their counterparts. The results from multilevel models show that after controlling for approaches to learning in the fall, three dimensions of the classroom emotional climate were associated with approaches to learning in the spring: teacher-student closeness, conflict, and the teacher's belief in the importance of socio-emotional skills for kindergarten readiness. |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Accession Number: |
ED678440 |
| Database: |
ERIC |