Child and teacher reports of teacher–student relationships: Concordance of perspectives and associations with school adjustment in urban kindergarten classrooms

Murray, Christopher J L; Murray, Kelly; Waas, Gregory A.

doi:10.1016/j.appdev.2007.10.006

Cited by 150 publications

(169 citation statements)

References 34 publications

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“…When they are reported, findings have been inconsistent. In a study with kindergarten children, low correlations were found between student and teacher ratings of support, closeness and conflict (Murray, Murray, & Waas, 2008), whereas in a study with at-risk, urban youth, there were indications of some concordance between teacher and student perceptions for the positive dimensions of relationships (Murray & Zvoch, 2011). The diversity of findings suggest that what is important for student-teacher relationships may depend on whether the perspective of the students or the teachers is considered.…”

mentioning

confidence: 65%

Differences between Adolescent Boys’ and Teachers’ Perceptions of the Student–Teacher Relationship

Kavenagh

Freeman

Ainley

2012

The Australian Educational and Developmental Psychologist

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Relationships between teachers and students vary and the way these relationships are perceived by their members also differs. Seventy Australian adolescent boys described their relationship with a key teacher using the My English Class questionnaire. The teachers described the same relationships using the Teacher Student Relationship Inventory. Student-teacher relationships generally were seen positively. Cluster analysis identified two distinct profiles of student-teacher relationship for both student and teacher perceptions. In 44% of cases, perceptions of boys and teachers did not match. The boys considered positive feedback and a caring, helpful attitude towards themselves important elements of a strong relationship whereas teachers considered help-seeking important.Keywords: student-teacher relationships, student-teacher interaction, pupil-student relationships, teacher qualityRelationships between students and their teachers are unique and varied, and there is clear evidence that strong classroom relationships can be associated with positive schooling outcomes. In this research we examine the quality of student-teacher relationships as perceived by young adolescent male students and their teachers, and consider whether student perceptions and teacher perceptions match. Understanding some of the bases for both agreement and disagreement between student and teacher perceptions of their relationships will add to current understanding of the complexity underlying the assessment of the quality of student-teacher relationships.Studies of student-teacher relationships have regularly over-relied on teacher reporting about students to establish relationship quality (Mercer & DeRosier, 2010). However, some studies have compared data capturing student perceptions of their relationships to teacher ratings of student attributes. Murray and Greenberg (2000) reported that primary school students who perceived feeling a close bond with their teacher had fewer teacher-reported problem behaviours and were reported as more socially competent. Wentzel (2002) demonstrated student-teacher relationships that

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mentioning

confidence: 65%

Differences between Adolescent Boys’ and Teachers’ Perceptions of the Student–Teacher Relationship

Kavenagh

Freeman

Ainley

2012

The Australian Educational and Developmental Psychologist

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“…The 28-item version of the STRS, rated on a 5-point Likert-type scale, was refined based on principal component analysis procedures (Pianta & Steinberg, 1992;Saft, 1994;Steinberg, 1993), and scores on the STRS have been associated with measures of children's behaviors and social adjustment and academic performance (e.g., Baker, 2006;Burchinal, Cryer, Clifford, & Howes, 2002;Decker, Dona, & Christenson, 2007;Ewing & Taylor, 2009;Hamre & Pianta, 2001;Mashburn, Downer, Hamre, Justice, & Pianta, 2010;Murray et al, 2008;O'Connor & McCartney, 2007). Previous validity studies have reported that a threefactor solution accounted for 45.5% (Saft, 1994) to 51.5% (Steinberg, 1993) of the variance.…”

Section: Measuring Teacher-child Relationshipsmentioning

confidence: 99%

“…Efforts to ensure functional teacher-child relationships must begin as early as possible, ideally within the preschool years, as children's attainment of a certain "readiness" by the beginning of kindergarten serves as an important and reliable predictor of children's long-term schooling proficiency (Snow, 2006). A growing body of literature suggests that the quality of teacher-child relationships is a determining factor in children's competence in social-emotional, behavioral functioning, and academic skills (Baker, 2006;Birch & Ladd, 1997;Burchinal, PeisnerFeinberg, Pianta, & Howes, 2002;Hamre & Pianta, 2001;Hughes, Luo, Kwok, & Loyd, 2008;Murray, Murray, & Waas, 2008;O'Connor & McCartney, 2007). Although it is evident from the literature that the quality of children's relational history (e.g., their attachment relationship with caregivers as well as previous attachment-like relationships with teachers) offers special explanatory value in predicting the quality of teacher-child relationships (O'Connor & McCartney, 2006), additional factors also explain significant amounts of variance along these lines.…”

Section: Introductionmentioning

confidence: 99%

Examining the Student-Teacher Relationship Scale in the Italian Context: A Factorial Validity Study

Fraire

Longobardi

Prino

et al. 2017

EJREP

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“…O relacionamento professor-aluno com menos prestação de cuidados, menos apoio e conflitos mais intensos e frequentes compromete o ajustamento escolar do aluno, aumentando as chances de repetência, de desistência da escola e de apresentação de atitudes escolares negativas, menor engajamento e menor cooperação em sala de aula, além de dificultarem o processo de aprendizagem de crianças com dificuldades (Baker, 2006;Birch & Ladd, 1997;Galanaki & Vassilopoulou, 2007;Murray, Murray, & Waas, 2008;Ribeiro, 2010). Estudos apontam que os alunos apresentam um desempenho significativamente menor nas matérias em que os professores os veem como sendo destrutivos, desatentos e que raramente terminam as tarefas, quando comparado a outras matérias (Dee, 2005), sendo que crianças com um relacionamento professor-aluno marcado pelo conflito e pela dependência recebem notas mais baixas que os demais alunos (DiLalla, Marcus, & Wright-Phillips, 2004).…”

Section: Ajustamento Acadêmicounclassified

“…É apontado que crianças pertencentes a grupos de minorias raciais, especialmente americanos de origem africana, e as de baixa renda são menos propensas a desfrutarem de relações de apoio com os professores, os quais apresentam expectativas mais baixas em relação a esses alunos, sendo que essas diferenças parecem aumentar com o passar dos anos escolares Jerome et al, 2008;Tenenbaum, & Ruck, 2007). Vale destacar que a etnia e a classe social do aluno não influenciam isoladamente sua relação com o professor, no sentido de que estudos sugerem que as percepções dos professores acerca dos estudantes são mais positivas, bem como seus relacionamentos, para os alunos que possuem as mesmas características raciais que as suas (Jerome et al, 2008;Murray et al, 2008;Saft & Pianta, 2001). …”

Section: Outras Características Do Alunounclassified

Aceitação e rejeição de alunos por seus professores em diferentes níveis escolares

Izbicki¹

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Izbicki, Sarah. (2015). Acceptance and rejection of students by their teachers at different grade levels. Dissertação de Mestrado, Instituto de Psicologia, Universidade de São Paulo, São Paulo.Perceptions, expectations and preferences of teachers differ according to several variables (students' characteristics, school curriculum, schools' rules etc.) and are expressed by them through different attitudes taken before the students, so that they considerably influence those youngsters' behavioral repertoire. Given (a) the importance of a positive relationship between teacher and student in the course of student's school life, (b) the changes which occur in this relationship over the years, and (c) that even minor changes in the quality of this relationship have relevant implications for the student's development, it is necessary to investigate which factors are associated with those changes. The general aim of this research is to reveal the controlling variables of rejection and acceptance of students, as reported by their teachers, assessing potential differences between three different grade levels. Specifically, the study aimed to (1) compare the frequencies in which the students of each gender are indicated as accepted or rejected by their teachers at the three levels, (2) compare the reasons reported by the teachers to indicate the students as accepted or rejected at the three levels and (3) identify possible associations between the reasons for acceptance and rejection and the gender of the indicated students. 21 teachers of first grade of elementary school, 16 of sixth year of middle school and 28 of ninth grade of high school completed a questionnaire in which they indicated three students they would keep in their class and three students they would not, explaining the reasons for the indications. Inferential analyses did not show differences between the gender of the accepted students, and revealed small associations between the reasons for acceptance and rejection and the sex of the student. Nonetheless, there were differences between the genders of the rejected students, where a higher proportion of rejected boys was found. There were also differences between reasons for acceptance along the different educational levels, where there was an increase in the number of citations to engagement in studies and a reduction in the number of citations to discipline. Finally, we found differences in the reasons for rejection, with an increase in the number of citations to the lack of engagement in the studies, and a reduction in the number of citations to the indiscipline. The results suggest different patterns of acceptances and rejection along the different educational levels, which can be used to delineate interventions that aim to deal effectively with the behavior of the people involved, creating more reforcing interactions for students and teachers and socially skilled repertoires in students.

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Child and teacher reports of teacher–student relationships: Concordance of perspectives and associations with school adjustment in urban kindergarten classrooms

Cited by 150 publications

References 34 publications

Differences between Adolescent Boys’ and Teachers’ Perceptions of the Student–Teacher Relationship

Differences between Adolescent Boys’ and Teachers’ Perceptions of the Student–Teacher Relationship

Examining the Student-Teacher Relationship Scale in the Italian Context: A Factorial Validity Study

Aceitação e rejeição de alunos por seus professores em diferentes níveis escolares

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