Psychological Development and Education ›› 2025, Vol. 41 ›› Issue (3): 332-347.doi: 10.16187/j.cnki.issn1001-4918.2025.03.04

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Within- and Cross-domain Associations between the Quality of Teacher-child Interaction and Child Outcomes: A Meta-analysis Based on 45 Empirical Studies

LI Li1,2, LI Qianqian1, NGUYEN Thiphuong1, ZHANG Yunyun1   

  1. 1. Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing 100875;
    2. School of Elementary Education, Zhengzhou Normal University, Zhengzhou 450044
  • Published:2025-05-20

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Abstract: To verify whether various types of teacher-child interactions are independent or in combination contribute to different domains of child outcomes, a meta-analysis of 45 empirical studies consisting of 570 independent effect sizes that meet the inclusion criteria were conducted. The results showed that: There were significant within-domain positive links between organizational support and executive function as well as instructional support and language development; there were significant cross-domain positive links between emotional and organizational support and language development as well as emotional support and mathematical development. The moderating effect analysis showed that the above five groups of relationships were more correlated in the Chinese sample, the non-low-income family sample, the longitudinal study design and the kindergarten class. These results confirmed that emotional support mainly has a cross-domain influence on academic development, while both organizational support and instructional support have within-domain effects on the aligned developmental domain; most of the above relationships are regulated by sample region, family background and education stage. This stady provides a new perspective and theoretical basis for more targeted research on the influence mechanism of teacher-child interaction on children’s development and the quality intervention of teacher-child interaction or teacher training.

Key words: teacher-child interaction quality, child outcomes, within-domain links, cross-domain links, meta-analysis

CLC Number: 

  • B844
*为纳入元分析的文献
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