Skip to main content
. Author manuscript; available in PMC: 2018 Mar 22.
Published in final edited form as: Early Child Res Q. 2017 Mar 22;40:98–109. doi: 10.1016/j.ecresq.2016.10.004

Figure 2.

Figure 2

Effortful control, teacher–student relationship quality, and academic achievement from kindergarten to first grade, controlling for academic achievement in kindergarten and covariates child age, Hispanic status, male, and socioeconomic status. Coefficients and factor loadings are standardized. Nonsignificant paths are dashed. Specific covariates predicted academic achievement in kindergarten and first grade in a similar pattern as in Model 1. P-EC = parent-reported effortful control; T-EC = teacher-reported effortful control; O-EC = observer-reported effortful control; CPT = continuous performance task score; CO = teacher–student conflict parcel; CL = teacher–student closeness parcel. +p < .10. *p < .05. **p < .01. ***p < .001.