Enhancing teacher-student relationship quality: A narrative review of school-based interventions

Poling, Daniel V.; Loan, Christopher L. Van; Garwood, Justin D.; Zhang, Shuai; Riddle, David

doi:10.1016/j.edurev.2022.100459

Cited by 34 publications

(26 citation statements)

References 98 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Poling et al (2022) performed a review of 24 teacher–student relationship intervention studies and found that relationship-building approaches generally focused on increasing closeness, decreasing conflict, promoting social/emotional learning, and emphasizing relationship-driven classroom management. In one example study, Duong et al (2019) tested how a professional development training entitled Establish-Maintain-Restore affected the relationships for 20 middle school teachers and their students.…”

Section: Teacher–student Relationshipsmentioning

confidence: 99%

Coregulation Effects of a School Counselor Consultation Intervention on Middle School Teacher–Student Relationships, Curiosity, and Teacher Stress

Lemberger‐Truelove

Molina

Carbonneau

et al. 2023

Professional School Counseling

View full text Add to dashboard Cite

We explored the outcomes of a school counselor consultation intervention informed by the Advocating Student-within-Environment theory as delivered to nine teachers of 149 students in a Title I school. Results from hierarchical regression analyses revealed changes in teachers’ perceptions of the teacher–student relationship that predicted students’ perception of the same relationship. We also found that similar coregulated changes in two curiosity scales can be attributed to the intervention, as can a small change in teachers’ stress tolerance from the pre- to post-test data collection periods. We discuss implications for school relationships and school counseling services.

show abstract

Section: Teacher–student Relationshipsmentioning

confidence: 99%

Coregulation Effects of a School Counselor Consultation Intervention on Middle School Teacher–Student Relationships, Curiosity, and Teacher Stress

Lemberger‐Truelove

Molina

Carbonneau

et al. 2023

Professional School Counseling

View full text Add to dashboard Cite

show abstract

“…Especially, when infants interact with significant others who are available in times of need, this interrelationship facilitates the optimal functioning of the system and promotes the formation of a sense of attachment security, so the attachment theory usually thought that an infant who views his or her parents as a secure base can explore and learn with fewer worries and less distraction ( Mikulincer and Shaver, 2010 ). When attachment theory was transferred to pupils, attachment theory played a similar role in supporting the effect of the teacher-student relationship on students’ academic achievement in the classroom context ( Cornelius-White, 2007 ; Zhou et al, 2020 ; Poling et al, 2022 ). A supportive teacher-student relationship based on the attachment theory can provide a secure foundation for pupils to enjoy learning, develop new skills, autonomously pursue new goals, and realize their potential and aspirations, which will promote students’ progress in academic performance ( Mikulincer and Shaver, 2010 ; Zhou et al, 2020 , 2021 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Establishing and sustaining high-quality interpersonal relationships not only promotes people’s physical and mental health across different developmental stages but also is a key aspect of achieving a variety of positive outcomes ( Poling et al, 2022 ). In the classroom context, the relationships between teachers and students built may have a positive or negative impact on students’ emotions, behavior, and cognition ( Cornelius-White, 2007 ; Barile et al, 2012 ; Roorda et al, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

The association among teacher-student relationship, subjective well-being, and academic achievement: Evidence from Chinese fourth graders and eighth graders

et al. 2023

View full text Add to dashboard Cite

This study compared the teacher-student relationship, subjective well-being, and academic achievement between fourth graders and eighth graders, and examined whether and how subjective well-being played a mediating role concerning teacher-student relationship and academic achievement across the two grades. The participants included 19,845 fourth graders and 11,691 eighth graders from a city in central China. The findings indicated that (1) compared with eighth graders, fourth graders reported significantly higher mean scores in the teacher-student relationship, subjective well-being, and academic achievements; (2) a positive teacher-student relationship can promote students’ academic achievement both directly and indirectly through subjective well-being across the two groups; (3) The mediating effect of subjective well-being accounted for 42.8% of the total effects between teacher-student relationship and academic achievement for fourth graders, which was higher than that for eighth graders (22.7%). Limitations and future directions are elaborated.

show abstract

“…Large research demonstrates the link between high-quality teacher–student relationships and numerous beneficial student outcomes such as reduced problem behaviour, increased academic achievement, enhanced school engagement, and improved social standing among peers. Synthesis of the literature on school-based interventions that included an outcome measure of teacher–student relationship quality revealed four approaches targeting teacher–student relationship quality by (a) increasing closeness; (b) decreasing conflict; (c) promoting social-emotional learning; and (d) emphasising relationship-driven classroom management [ 7 ].…”

Section: Introductionmentioning

confidence: 99%

Cyberbullying Characteristics and Prevention—What Can We Learn from Narratives Provided by Adolescents and Their Teachers?

Pyżalski

Plichta

Szuster

et al. 2022

IJERPH

View full text Add to dashboard Cite

The purpose of this article is to present the results of the study on the specific aspects of cyberbullying and prevention measures viewed from both the students’ and teachers’ perspectives. Cyberbullying is a severe threat to the individual and social well-being of young people. For this reason, it is important to understand how they perceive the phenomenon of cyberbullying, how they identify its causes, what they think about support, and the preventive measures offered through the lens of their own cyberbullying experiences. The study was conducted in a qualitative research paradigm. Students (N = 55) aged 13–16 from 25 junior high schools located in different regions of (blinded for the review) who had experienced cyberbullying incidents as victims, perpetrators, or bystanders, and their teachers (N = 45) were interviewed. They provided in-depth answers regarding cyberbullying incidents they had experienced and presented their attitudes and interpretations concerning those cases. The raw data were analysed by competent judges who defined a posteriori important categories that were useful for understanding the psychosocial mechanisms of cyberbullying and important dimensions of its prevention. The results proved a clear connection between participation in offline and online peer violence. The analysis of the statements showed that public/private types of cyberbullying involve different psychological and social mechanisms. Our findings confirm the importance of empathy as the buffering factor in cyberbullying perpetration. In addition, the limitations and inadequacy of the support and interventions offered by adults in cyberbullying cases have been emphasised in teens’ testimonies. The results may constitute grounds for formulating recommendations on the prevention of cyberbullying in the school context, taking into account the perspective of all actors involved.

show abstract

Enhancing teacher-student relationship quality: A narrative review of school-based interventions

Cited by 34 publications

References 98 publications

Coregulation Effects of a School Counselor Consultation Intervention on Middle School Teacher–Student Relationships, Curiosity, and Teacher Stress

Coregulation Effects of a School Counselor Consultation Intervention on Middle School Teacher–Student Relationships, Curiosity, and Teacher Stress

The association among teacher-student relationship, subjective well-being, and academic achievement: Evidence from Chinese fourth graders and eighth graders

Cyberbullying Characteristics and Prevention—What Can We Learn from Narratives Provided by Adolescents and Their Teachers?

Contact Info

Product

Resources

About