Teacher–child Interaction and Preschoolers’ Learning Behavior in China: A Piecewise Growth Model

Research Findings: This longitudinal study examined how teacher-child interaction quality related to growth in children’s approaches to learning (ATL), measured by Competence Motivation Learning Strategies, and Attention and Persistence, in a stratified random sample of 607 Chinese children. Data on classroom teacher-child interaction quality (three domains of the Classroom Assessment Scoring System: Emotional Support, Classroom Organization,...