The Influence of Teacher-Student Relationship and Interaction on Primary School Children’s Working Memory: A Multi-Method Approach

Working memory (WM), one of the core executive function (EF) components, is the ability to temporarily hold and manipulate verbal and visuospatial information. WM is considered integral to planning, decision-making, reasoning, and problem-solving, making it crucial for children’s academic achievement and social functioning. In primary education, when foundational skills in reading comprehension and arithmetic are developing, the role of WM on academic outcomes becomes increasingly significant. This period coincides with a shift in children’s support network and development – transitioning from parent to teacher. Although not studied extensively, there is a growing recognition of the importance of early teacher-student interaction (TSI) and relationship (TSR) on the development and performance of children’s WM. The dynamic interplay between these complex constructs remains understudied, underscoring the need for a comprehensive exploration.

The first study of this dissertation provides an overview of interventions aiming to improve children’s EF by manipulating TSI. By reviewing the findings of 18 included studies, this systematic literature review allows for an in-depth understanding of the causal associations between the TSI domains being activated and EF components influenced, therefore, laying a foundation for the future advancement and execution of interventions in education that are both effective and efficient. The second part of this project – a qualitative study – adds to the findings of the systematic literature review by offering a comprehensive overview of teacher-applied TSI strategies to support students with WM difficulties. It further sheds light onto teachers’ underlying beliefs about the effectiveness of TSI strategies, as well as regarding various teacher and child characteristics, as well as contextual factors at play. By integrating teachers’ voices and experiences, this study provides an opportunity to bridge theory and practice, and enrich the current understanding and interpretation of the TSI and its implications for improving WM performance and behaviour in primary school students. Given that the quality of TSR seems to be an important factor for the effectiveness of the support provided at the classroom level, the third part of this dissertation focuses on the associations between TSR and children’s WM. More specifically, this study, employing a cross-lagged panel design, explores the bidirectional as well as temporal (i.e., over time) relationships between TSR and WM, and, in turn, children’s academic performance. Temporal associations between TSR and WM, and bidirectional associations between WM and academic performance, suggest that interventions that focus on improving children’s relationships with teachers might benefit children’s WM and related behaviour and, indirectly, their academic outcomes. Finally, drawing on the insights from the systematic literature review and the qualitative study, the fourth part of this project employs a microtrial design to examine the causal effects of teacher-provided instructional support on children’s WM-related behaviour and performance. The intervention led to reduced problematic WM-related behaviour in the classroom, as well as the home environment, and improved children’s visuospatial WM performance. Such findings demonstrate a potentially causal influence of teacher-provided instructional support on children’s WM outcomes, highlighting the practical relevance of TSI in enhancing children’s cognitive development in school settings.

Based on these findings, TSR and TSI should be taken into account when improving and strengthening children’s WM. This project offers insights into diverse strategies teachers can employ to effectively address the multifaceted challenges faced by primary school students with WM difficulties. These findings, therefore, have implications for classroom practices, professional development, and policy-making, advocating for a more contextually integrated approach to support children’s cognitive development in school settings.