A multilevel approach to understanding student and teacher perceptions of classroom support during early adolescence

Cipriano, Christina; Barnes, Tia Navelene; Pieloch, Kerrie; Rivers, Susan E.; Brackett, Marc A.

doi:10.1007/s10984-018-9274-0

Cited by 20 publications

(13 citation statements)

References 64 publications

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“…Moreover, this study aligns with previous research that has shown strong correlations between supportive student-teacher relationships and students' prosociality, particularly during middle school (Wentzel et al, 2010). In addition, this study corroborates previous findings of small to moderate relations between student-teacher relationships and students' resiliency (i.e., optimism, self-efficacy) (Pallini et al, 2019), academic functioning (Engels et al, 2016;Archambault et al, 2017), and classroom support (Brown et al, 2010;Cipriano et al, 2019).…”

Section: Discussionsupporting

confidence: 91%

“…When it comes to adolescents in particular, although there is evidence suggesting some congruence between students' and others' perceptions with regard to relationship quality (Koomen and Jellesma, 2015;Cipriano et al, 2019), adolescents' perspectives often differ from those of their parents or teachers (Waters et al, 2003;Koepke and Harkins, 2008;Rickert et al, 2020). This remains particularly true for student and teacher perceptions of their dyadic relationships (Zee and Koomen, 2017;Prewett et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Development and Validation of a Measure to Assess Early Adolescents’ Perceptions of Caring Student-Teacher Relationships

et al. 2021

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There is accruing evidence documenting the importance of caring student-teacher relationships in fostering students’ social and emotional competence (SEC), well-being, and school success, particularly during early adolescence. However, few studies have investigated dimensions of caring student-teacher relationships from the perspective of early adolescents. This study describes the development and validation of the Caring Student-Teacher Relationship (CSTR) scale. Participants included 222 sixth and seventh grade middle school students who completed the CSTR and self-report measures of classroom supportiveness, prosociality, well-being, and school functioning. Students also assessed their teachers’ SEC. Classroom teachers (n = 14) completed self-report measures of mindfulness in teaching and burnout, reported on closeness and conflict in their relationships with students, and rated students’ SECs and academic success. Results from an Exploratory Factory Analysis (EFA) indicated high internal consistency of the CSTR and a two-factor solution: Teacher Support and Attunement and Caring Teacher Qualities. Further analyses revealed that the two factors of the CSTR were related in expected directions to measures of teacher support (e.g., academic and personal) and SEC, and to students’ reports of classroom supportiveness, prosociality, well-being, and school functioning. Positive associations of the two CSTR factors to teacher reports of students’ SEC and academic success were also found. The two factors of the CSTR were positively associated with teachers’ reports of mindfulness in teaching and negatively associated with teachers’ burnout. These findings have implications for understanding the role that students’ perceptions of student-teacher relationships may play in promoting their positive adaptation and success in school.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Development and Validation of a Measure to Assess Early Adolescents’ Perceptions of Caring Student-Teacher Relationships

et al. 2021

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“…En el caso de los estudiantes, existe cierta correspondencia entre el apoyo percibido del docente y la confianza social (Jiménez, et al, 2021;Miklikowska et al, 2019;Russell et al, 2018). Aun existiendo escasa evidencia, sí se halla una relación directa con el mantenimiento de un clima escolar positivo (Cipriano et al, 2018;Flanagan & Stout, 2010). Estos mismos autores mantienen que, la confianza en el docente decrece a medida que los adolescentes crecen en edad, debido a un análisis menos ingenuo sobre las relaciones humanas en comparación con la época preadolescente, dado que su experiencia de vida es más amplia y variada.…”

Section: Remie -Multidisciplinary Journal Of Educational Research 11(2)-181unclassified

Confianza de los docentes en la capacidad resolutiva del adolescente frente al conflicto en las aulas

Avivar-Cáceres¹,

Parra-Camacho

Prado-Gascó

2021

REMIE

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Recent research affirms that, the greater the autonomy of the students in managing their own conflicts, the more effective the Welfare Programs of the educational centers will be. Therefore, this study analyzes the implications of trust from teachers in the conflict resolution abilities of their students, given the scarce literature on the matter, and since the perceived support turns out to be a predictor of success in the optimal development of the adolescent. First, an ad hoc Trust Scale was created based on "Assets and strengths from the teacher's perspective" by Pertegal Vega et al. (2011). Subsequently, it was administered to a sample of 26 Secondary tutors (57.7% Men) aged within 25 and 62 years old (M = 42.3, SD = 10.5), from Valencia, Spain. The results indicate that the younger the teacher is, the greater the degree of trust in their students (ρ = -.53, p <0.01). Also the Spearman correlation by factors shows significant relation between them. This may be due to more encouraging expectations in newer professionals. However, future research should be carried out to verify the replicability of results in larger samples.

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“…Furthermore, the social context (i.e., school) in which the students are embedded plays a critical role in supporting for positive development (Bokhorst et al, 2010). Research has demonstrated that in this context, not only the teacher but also classmates, supportive classrooms, or counselors can be important (e.g., Cipriano et al, 2019).…”

Section: Step 1: Conceptual Adaptation Of Crq Subdimensionsmentioning

confidence: 99%

Measuring Career Preparedness Among Adolescents: Development and Validation of the Career Resources Questionnaire—Adolescent Version

Marciniak

Hirschi

Johnston

et al. 2020

Journal of Career Assessment

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Adolescents need to develop career preparedness to successfully transition from school to work. Many factors represent career preparedness, which are difficult to measure comprehensively and economically. We used a career resources framework to assess key aspects of career preparedness among in-school adolescents, and adapted and validated the Career Resources Questionnaire. The questionnaire assesses 12 distinct aspects of career preparedness (i.e., occupational expertise, labor market knowledge, soft skills, career involvement, career confidence, career clarity, social support from school, family, and friends, networking, career exploration, and self-exploration). We demonstrate the reliability, factor structure, and validity evidences based on internal structure and relations with other variables of the new measure among two samples ( N1 = 186; N2 = 1,004). In sum, the study indicates that the assessment can be used by researchers and practitioners to reliably and economically assess several key indicators of career preparedness.

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A multilevel approach to understanding student and teacher perceptions of classroom support during early adolescence

Cited by 20 publications

References 64 publications

Development and Validation of a Measure to Assess Early Adolescents’ Perceptions of Caring Student-Teacher Relationships

Development and Validation of a Measure to Assess Early Adolescents’ Perceptions of Caring Student-Teacher Relationships

Confianza de los docentes en la capacidad resolutiva del adolescente frente al conflicto en las aulas

Measuring Career Preparedness Among Adolescents: Development and Validation of the Career Resources Questionnaire—Adolescent Version

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