This study examines the association between class size, teacher characteristics and five non-cognitive student outcomes (i.e., self-control, interpersonal skills, approaches to learning, externalizing and internalizing problem behaviors) in grades K-3. Individual fixed-effects, that control for observed and unobserved time-invariant factors, including student and school time-constant variables, are employed to analyze national data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011). Results suggest a significant linear association between reducing class size and interpersonal skills. Teacher experience is saliently, positively and significantly related with student self-control, interpersonal skills, and approaches to learning, and negatively associated with externalizing problem behaviors. Teacher education and certification were not associated with any of the five non-cognitive outcomes. Changing schools had a negative effect on student’s self-control.

中文翻译：

---

班级规模和教师对 K-3 年级非认知结果的影响：ECLS-K:2011 数据的固定效应分析

本研究考察了 K-3 年级班级规模、教师特征和五种非认知学生成绩（即自我控制、人际交往能力、学习方法、外化和内化问题行为）之间的关联。个体固定效应控制了观察到的和未观察到的时间不变因素，包括学生和学校时间常数变量，用于分析 2010-11 年级幼儿园班级早期儿童纵向研究 (ECLS-K:2011) 的全国数据。 ）。结果表明，班级人数减少与人际交往能力之间存在显着的线性关联。教师体验与学生的自我控制、人际交往能力和学习方法呈显着、正相关，与外化问题行为呈负相关。教师教育和认证与五种非认知结果中的任何一种均无关。转校对学生的自我控制力产生负面影响。