The present study examined the extent to which the association between teacher reports of
preschool children's approaches to learning–the ways in which children engage in learning
activities–and children's academic skills was dependent upon teacher emotional support.
Multilevel models were estimated using data from a sample of diverse urban Head Start
children (N= 301 children across 53 classrooms). Findings showed direct associations
between attention persistence and children's literacy and mathematics skills, as well as an …