Affective Teacher—Student Relationships and Students' Externalizing Behavior Problems: A Meta-Analysis

Lei, Hao; Cui, Yunhuo; Chiu, Ming Ming

doi:10.3389/fpsyg.2016.01311

Cited by 90 publications

(96 citation statements)

References 94 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This can be done by improving the ratios and training of adults in schools and other developmental settings. For example, efforts to strengthen teacher‐student relationships in schools have been shown to have a substantial and positive impact on students’ academic achievement (Cornelius‐White, ; Roorda, Koomen, Spilt, & Oort, ), behavior problems (Cornelius‐White, ; Lei, Cui, & Ming, ), and social‐emotional development (Ahnert, Harwardt‐Heinecke, Kappler, Eckstein‐Madry, & Milatz, ; Cornelius‐White, ; Jennings & Greenberg, ; McGrath & Van Bergen, ). Efforts to improve adult‐youth relational opportunities in extracurricular informal learning activities are recommended (Clarijs, ; European Commission, ), as are efforts that enhance natural mentoring relationships in health, juvenile justice, and other settings where youth and adults routinely interact (Spencer et al., ; Van Dam et al., ), where adults have the potential to facilitate a range of benefits.…”

Section: Discussionmentioning

confidence: 99%

Does Natural Mentoring Matter? A Multilevel Meta‐analysis on the Association Between Natural Mentoring and Youth Outcomes

Dam

Smit

Wildschut

et al. 2018

American J of Comm Psychol

137

129

View full text Add to dashboard Cite

In this meta‐analytic review, we examined the relation between natural mentoring and youth outcomes in four domains: academic and vocational functioning, social‐emotional development, physical health, and psychosocial problems. Natural mentoring relationships are thought to foster positive youth development and buffer against the risks associated with the tumultuous years of adolescence. Two separate meta‐analyses were conducted on the presence of a natural mentor and the quality of the natural mentoring relationship, including thirty studies from 1992 to present. The findings indicated that the presence of a natural mentor was significantly associated with positive youth outcomes (r = .106). A larger effect size was found for the quality of the natural mentoring relationship in terms of relatedness, social support, and autonomy support (r = .208). The largest effect sizes were found for social‐emotional development and academic and vocational functioning. Risk‐status (e.g., teenage mothers, homeless youth, youth in foster care, and youth of alcoholic parents) did not moderate the relation between presence and quality of natural mentoring relationships and youth outcomes, which may indicate that natural mentors are generally beneficial for all youth regardless of risk‐status. Implications for theory and practice concerning the quality of the natural mentoring relationship are discussed.

show abstract

Section: Discussionmentioning

confidence: 99%

Does Natural Mentoring Matter? A Multilevel Meta‐analysis on the Association Between Natural Mentoring and Youth Outcomes

Dam

Smit

Wildschut

et al. 2018

American J of Comm Psychol

137

129

View full text Add to dashboard Cite

show abstract

“…A growing body of literature shows that supportive relationships with teachers foster students' engagement in learning activities (see Roorda et al 2011 for a meta-analysis), feelings of school belonging (Wang and Eccles 2012), and academic skills (Maldonado-Carreno and Votruba-Drzal 2011). Such positive relationships also protect children from developing emotional and behavioral problems (see Lei et al 2016 for a meta-analysis). Despite an increasing interest in the role of student-teacher relationships in children's adjustment, the current literature has two major limitations.…”

Section: Introductionmentioning

confidence: 99%

How do Adolescents’ Perceptions of Relationships with Teachers Change during Upper-Secondary School Years?

Özdemir

2019

J Youth Adolescence

View full text Add to dashboard Cite

The student-teacher relationship has mostly been assumed to be static. This approach is limited in providing information on how relationships with teachers evolve over time, and how possible changes affect young people's adjustment. To address this gap in knowledge, the present study examined whether adolescents follow different trajectories in their perceptions of relationship with teachers and whether students on different trajectories differ from each other in their adjustment. The sample included 829 students residing in Sweden (M age = 13.43, SD = 0.55, 51% girls). Three distinct teacher-relationship trajectories were identified. More than half (66%) of the adolescents (average-stable trajectory) reported an average level of positive relationships with teachers at grade 7, and did not change significantly over the three years. About 24% of the adolescents (high-increasing trajectory) reported a high level of fair and supportive teacher-relationships at T1, and continued to increase in their positive views from grade 7 to grade 9. Ten percent of the adolescents (average-declining trajectory) reported an average level of positive relationships with teachers at grade 7, but showed a decline in their positive views towards teachers over time. Relative to adolescents on an average-stable trajectory, adolescents on a high-increasing trajectory reported greater school satisfaction, higher achievement values, and lower failure anticipation. By contrast, adolescents in the average-declining group reported worsening school adjustment. No significant moderating effects of immigrant status and gender were found. These findings highlight the importance of the association between the continuous experience of supportive and fair teacher treatment and youth adjustment.

show abstract

“…Reasons for this may be the low internal consistency score of the (original) Dependency scale of the STRS or perhaps because conflict is considered more important . Given the lack of empirical studies, dependency is commonly excluded from meta-analytic and theoretical reviews (Lei, Cui, & Chiu, 2016;McGrath & Van Bergen, 2015;Roorda et al, 2011).…”

Section: Dependency In Teacher-child Relationshipsmentioning

confidence: 99%

Teacher-child dependency and teacher sensitivity predict engagement of children with attachment problems.

Spilt¹,

Vervoort²,

Verschueren³

2018

School Psychology Quarterly

View full text Add to dashboard Cite

It is suggested that dependent teacher-child relationships are associated with emotional insecurity and a lack of autonomous exploration that interferes with children’s school development. This might be especially observed among children with attachment problems who may have developed a profound sense of insecurity in relationships with others. In this study, the effects of dependency on children’s classroom and peer engagement were examined as well as the protective role of teacher sensitivity. The sample included 85 Belgian children with mild to severe attachment problems and 70 teachers from special education schools. Data on teacher sensitivity and teacher-child relationship quality (dependency, conflict, closeness) were collected in the first trimester of the school year using independent observations and teacher questionnaires respectively. Teachers also completed questionnaires on classroom engagement (independent classroom participation) and peer engagement (social withdrawal) in the first, second, and third trimester. Dependency was uniquely associated with lower levels of independent classroom participation. Moreover, low teacher sensitivity predicted declines in independent classroom participation among overly dependent children, whereas high teacher sensitivity predicted growth in independent classroom participation. Dependency and teacher sensitivity did not predict social withdrawal. This study highlights the importance of teachers being sensitive to the needs of overly dependent children to support the autonomous exploratory behavior of these children.

show abstract

Affective Teacher—Student Relationships and Students' Externalizing Behavior Problems: A Meta-Analysis

Cited by 90 publications

References 94 publications

Does Natural Mentoring Matter? A Multilevel Meta‐analysis on the Association Between Natural Mentoring and Youth Outcomes

Does Natural Mentoring Matter? A Multilevel Meta‐analysis on the Association Between Natural Mentoring and Youth Outcomes

How do Adolescents’ Perceptions of Relationships with Teachers Change during Upper-Secondary School Years?

Teacher-child dependency and teacher sensitivity predict engagement of children with attachment problems.

Contact Info

Product

Resources

About