Keywords:positive student-teacher relationship, student-teacher rapport, motivation in However in accordance to Karuppaya (), positive teacher- student. Development and validation of the teacher–student relationship inventory using *Bos, H. M. W., Sandfort, T. G. M., de Bruyn, E. H., Hakvoort, E. M. (). A supportive relationship with one's teacher benefits children from preschool and Group, ), one might expect relationships in the elementary grades to be Significance of Child Report of Teacher-Student Relationship.
Specifically, we expected a Congruent Positive group, characterized by consensually high ratings of teacher-student support and low levels of conflict. We also expected a Congruent Negative group, characterized by consensually low ratings of teacher support and high levels of conflict.
We also expected two incongruent groups: Cluster validation Validity of the four TSRQ types was evaluated by testing group differences on demographic and adjustment variables that are theoretically or empirically related to each type.
Second, based on research summarized above documenting sex differences in child and teacher reports of TSRQ, we expected boys to be over-represented in the Congruent Negative group and girls to be over-represented in the Congruent Positive group. With respect to adjustment variables, we predicted that the Congruent Positive group would obtain better scores on all adjustment variables relative to the Congruent Negative group.
Of greater interest were differences between groups that differed only on child report of TSRQ i. First, we predicted no differences between the Congruent Negative and Incongruent Child Positive groups on teacher- or peer-rated problems or on achievement i.
We expected the Incongruent Child Positive Group would report more positive levels of global self worth and math and reading competence relative to reports of Congruent Negatives. Based on similar reasoning, we expected the Incongruent Child Negative group to report lower levels of global self-worth and math and reading competence beliefs, despite equivalent performance in reading and math, compared to the Congruent Positive group.
Furthermore, based on the association between negative self-evaluation schema and internalizing symptoms Beck,we expected the Incongruent Child Negative group to be rated by teachers as having more emotional symptoms than the Congruent Positive group.
Based on previous research demonstrating the positive effect of teacher reports of TSRQ on engagement and achievement, we expected that the two groups characterized by high teacher-reported relationship quality Congruent Positive and Incongruent Child Negative would outperform the two groups characterized by low levels of teacher-reported relationship quality Congruent Negative and Incongruent Child Positive.
With respect to trajectory differences between Congruent Positives and Incongruent Child Negatives, we expected students who under-report the level of teacher support, relative to other reports, would exhibit lower levels of engagement and achievement.
- There was a problem providing the content you requested
Data on TSRQ were collected from teachers questionnairesclassmates peer sociometric interviewsand children individual interviews during Year 3, when students were in 3rd grade and were in 2nd grade i. Teacher-rated behavioral engagement and performance on a standardized measure of reading and math achievement were the study outcomes. These measures were collected in Year 2 baseline performance and in Years 4, 5, and 6 years used to assess individual growth trajectories. Cluster validation variables teacher-rated conduct problems, emotional symptoms, and behavior engagement; peer nomination aggression and social preference; child perceived global self worth and math and reading competence and reading and math achievement were assessed in Year 3.
Teachers received compensation for completing and returning the questionnaires. Research staff individually administered tests of reading and math achievement and interviewed students each year, with the constraint that each assessment was separated by at least 8 months.
Sociometric interviews and teacher questionnaires were administered in the spring of each year. Participants Participants were drawn from a larger sample of children participating in a longitudinal study.
Participants for the longitudinal study were recruited from three school districts in Texas one urban and two small cities across two sequential cohorts in first grade during the fall of and Children were eligible to participate in the larger longitudinal study if they scored below the median score for their school district on a state-approved, district-administered measure of literacy.
Teacher–student relationship at university: an important yet under-researched field
Because each of the three districts selected a different measure of literacy from the list of tests approved by the state education agency, scores were standardized within each district. Students who scored below the median for their district were eligible to participate. Additional eligibility criteria were spoken either English or Spanish, were not receiving special education services, and had not been previously retained in first grade i.
No evidence of selective consent for participation in the larger longitudinal study was found. Of the recruited children, The participants Fifty-nine percent of participants were eligible for free or reduced lunch.
Impact of Student Teacher Relationship on Academic Performance of Students - Bohat ALA
The mean broad reading and math age-standardized achievement scores on the Woodcock-Johnson Test of Achievement were Of these participants, had complete information on the five clustering variables. Participants with and without complete data did not differ on the five clustering variables at Year 3, nor on reading and math achievement and behavioral engagement scores at Years 2, 4, 5, and 6 after alpha adjustment for multiple tests. The overall rate of missingness for all 12 analysis variables was Normality of study variables was examined.
Based on the equal pattern of the participants with and without complete data on all demographic and study variables, and to maintain the same sample across outcomes, missing data for the participants were imputed using an Estimation-Maximization EM algorithm estimation method in conjunction with MCMC augmentation method within the PROC MI procedure in SAS 9. This test was administered each year or until the child was assessed as more proficient in English for two consecutive years.
Items on the NRI assess six forms of social support affection, admiration, intimacy, satisfaction, nurturance, and reliable alliance and conflict in the teacher-student relationship.
In individual interviews, children were asked to indicate on a 5-point Likert-type scale the level of support 16 items or conflict 6 items in their relationships with their teacher.
An exploratory factor analysis on half of third-grade participants randomly selected from the larger study revealed three factors: Warmth 10 itemsIntimacy 6 itemsand Conflict 6 items.
Teacher ratings of teacher-student relationship The 22 items on the child version of the NRI were rephrased so that teachers reported on a 5-point Likert-type scale their provision of support to the student and level of conflict in their relationship.
Warmth 13 itemsIntimacy 3 items and Conflict 6 items. The difference in factor structure between the children and teacher versions is due to the fact that three items from the Nurturance subscale of the NRI load on the Intimacy factor of the Child version and on the Warmth factor of the Teacher version.
Consent for participation in the peer-nomination procedure was requested from parents of all children in classrooms in which study participants were enrolled. Attachment and loss, Vol. The ecology of developmental processes.
The ecology of human development: Experiments by nature and design. High school dropout and completion rates in the United States: Social capital and dropping out of high school: The Teachers College Record, 4 Applications of social capital in educational literature: Review of Educational Research, 72 1 Educational Psychology, 30 1 Child Development, 72 2 School disengagement as a predictor of dropout, delinquency, and problem substance use during adolescence and early adulthood.
Journal of youth and adolescence, 41 2 Further support for the developmental significance of the quality of the teacher—student relationship. Journal of School Psychology, 39 4 Life-span development of self-esteem and its effects on important life outcomes. Journal of personality and social psychology, 6 Teacher-child relationships and academic achievement: A multi-level propensity score model approach. Journal of School Psychology.
Parent involvement, classroom emotional support, and student behaviors: The Elementary School Journal. Child Development, Urban Education, 34 3 The role of caring in the teacher-student relationship for at-risk students.
Sociological Inquiry, 71 2 Implementing a teacher—student relationship program in a high-poverty urban school: Effects on social, emotional, and academic adjustment and lessons learned.
Journal of School Psychology, 43 2 Teacher-child relationship and behavior problem trajectories in elementary school.Teacher Student Relationships
American Educational Research Journal, 48 1 Self-efficacy beliefs in academic settings. Review of Educational Research, 66 4 Representations of relationships to teachers, parents, and friends as predictors of academic motivation and self-esteem. The Journal of Early Adolescence, 14 2 Trajectories of classroom externalizing behavior: Contributions of child characteristics, family characteristics, and the teacher—child relationship during the school transition.
Journal of School Psychology, 43 1 Are effective teachers like good parents? Child Development, 73 1 Sociometric status and adjustment in middle school: The Journal of Early Adolescence, 23 1 Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting.