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<p>This study examined how student-teacher relationships (STRs) and teachers’ years of experience were associated with first-grade mathematics achievement and whether teacher experience moderates this relationship. We analyzed data from 8,480 U.S. first-grade students and 2,970 teachers from the nationally representative Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (ECLSK:2011). Multilevel modeling was used to examine associations among STRs (closeness and conflict), teacher experience, and mathematics achievement, controlling for demographic variables and prior achievement. Closer, less conflictual STRs were associated with higher student mathematics achievement and a statistically significant moderation effect indicated that conflictual STRs were more negatively associated with mathematics achievement in classrooms led by more experienced teachers. These findings demonstrate the importance of fostering positive student-teacher relationships in early elementary mathematics instruction and suggest that teacher experience does not mitigate, but instead may amplify, the academic costs of relational conflict. Educational implications are also discussed.&#xa0;</p>

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First-Grade Mathematics Achievement Through the Lens of Student-Teacher Relationships and Years of Teaching Experience

  • 期刊论文

  • 发表日期：

    2025年11月8日

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  • Amanda A. Olsen,
  • Rachel M. Wong

摘要

This study examined how student-teacher relationships (STRs) and teachers’ years of experience were associated with first-grade mathematics achievement and whether teacher experience moderates this relationship. We analyzed data from 8,480 U.S. first-grade students and 2,970 teachers from the nationally representative Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (ECLSK:2011). Multilevel modeling was used to examine associations among STRs (closeness and conflict), teacher experience, and mathematics achievement, controlling for demographic variables and prior achievement. Closer, less conflictual STRs were associated with higher student mathematics achievement and a statistically significant moderation effect indicated that conflictual STRs were more negatively associated with mathematics achievement in classrooms led by more experienced teachers. These findings demonstrate the importance of fostering positive student-teacher relationships in early elementary mathematics instruction and suggest that teacher experience does not mitigate, but instead may amplify, the academic costs of relational conflict. Educational implications are also discussed.