Child level correlates of teacher–student relationships: An examination of demographic characteristics, academic orientations, and behavioral orientations

Abstract

The purpose of this investigation was to examine associations between different child characteristics and conflict, closeness, and dependency within teacher-student relationships. The participants were primarily students of color from lower socioeconomic status backgrounds in a large urban school district. The strength of associations between student demographic variables, academic orientations, behavioral orientations, and aspects of teacher-student relationships was examined. Findings indicated that these variables accounted for a significant amount of variance in teacher ratings of conflict and dependency in teacher-student relationships. Externalizing and internalizing symptomology demonstrated the strongest associations with the conflict and dependency relationship constructs. Preliminary implications of these findings for teachers and school psychologists are explored. © 2004 Wiley Periodicals, Inc.The influence of social relationships on human development has been studied with increasing intensity in recent years (Sameroff, Bartko, Baldwin, Baldwin, & Seifer, 1998;Yates, Egeland, & Sroufe, 2003). This growing body of research suggests that parenting practices, caregiver-child attachment relationships, and peer relationships have important implications for children's social, emotional, and academic development. Although there is increased awareness of the importance of socially supportive relationships in general, only recently have researchers begun to explore the impact that teacher-child relationships have on children's adjustment (Howes, Hamilton, & Matheson, 1994;Pianta, 1994Pianta, , 1999Pianta, & Steinberg, 1992).Empirical support for the importance of these relationships derives from three main sources. First, having a supportive relationship with an adult outside of the immediate family has been associated with positive adjustment among children and youth at risk of experiencing negative outcomes (Baker, 1998;Werner & Smith, 1989). According to this perspective, supportive teacherchild relationships serve a protective or buffering function and can promote adaptation despite adversity. Second, correlational and longitudinal investigations have shown that teacher-student relationships are associated with children's social, behavioral, and academic adjustment within the contexts of schools regardless of child risk status (Birch & Ladd, 1997;Hamre, & Pianta, 2001;Murray & Greenberg, 2001;Pianta, 1994). A third area of research has focused on the importance of children's relatedness with teachers as one aspect of an overall self-systems processes model (Connell & Wellborn, 1991). This work suggests that supportive teacher-child relationships characterized by emotional accessibility and involvement fulfill a basic psychological need and promote self-determination. From this perspective, positive relationships with teachers have been associated with intrinsic motivation and active engagement in school related activities (Connell & Wellborn, 1991;Deci, Vallerand, Pelletier, & Ryan, 1991;Feldlaufer, Midgley...

Aggressive and nonaggressive rejected students: An analysis of their differences

“…These results are in line with previous studies showing that both rejected and aggressive children are less successful at school (Hatzichristou & Hopf, 1996;Wentzel & Asher, 1995) and usually have conflictual relationships with teachers (Murray & Murray, 2004). In addition, the subgroup of aggressive rejected students informed of a more negative attitude toward school, more indifference toward studies, and a higher perception of injustice in relation to the way teachers and, in general, the school context treat them.…”

Teacher support mediates concurrent and longitudinal associations between temperament and mild depressive symptoms in sixth grade

“…Although our searches of the literature revealed no research examining associations between teachers' perceptions of STR quality and children's or adolescents' depressive symptoms, evidence suggests they are related. Specifically, children with more internalizing symptoms are also likely to be rated by teachers as having STRs that are more conflictual (Murray & Murray, 2004), more dependent (Murray & Murray, 2004), and less close (Henricsson & Rydell, 2004). However, there remains a paucity of research examining teacher support as measured by teachers' perceptions of STR quality and depressive symptoms, particularly at the transition to middle school.…”

Longitudinal associations of student–teacher relationships and behavioural and emotional strengths on academic achievement

“…In summary, previous research suggests that student-teacher relationships are one of the most important factors in the school achievement and outcomes of students with behavior and emotional problems (e.g., Baker et al, 2008;Capern & Hammond, 2014;Murray & Murray, 2004). Recently, the value of strength-based assessments has been increasingly recognized in assessing students' socio-emotional behavior (Kauffman & Landrum, 2013).…”