Predicting School Adjustment in Early Elementary School: Impact of Teacher‐Child Relationship Quality and Relational Classroom Climate

Buyse, Evelien; Verschueren, Karine; Verachtert, Pieter; Damme, Jan Van

doi:10.1086/605768

Cited by 118 publications

(102 citation statements)

References 41 publications

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“…This implied that a student's relationship with teachers has important positive and long-lasting implications for the student's academic and social development. Buyse et al (2009) indicated that children who experienced conflict teacher-student relationships in the first grade demonstrated lower achievement in mathematics over the following two years. Many other studies showed that students with caring and supportive interpersonal relationships in school reported more positive academic attitudes and values, and more satisfaction in school and are academically balanced (Connell & Wellbom, 1991;Skinner & Belmont, 1993;Solomon et al, 2000;Marks, 2000;Ryan & Patrick, 2001;Voelkl, 1995).…”

Section: Review Of Related Literaturesmentioning

confidence: 99%

The Impact of Lecturer-Student Relationship on Self-Esteem and Academic Performance at Higher Education

Nyadanu¹,

Garglo²,

Adampah³

et al. 2014

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This research examined the effects of lecturer-student relationship on the self-esteem and academic performance of nursing students at the University of Cape Coast, Ghana. The descriptive statistics on the level-clustered random samples indicated two of the lecturer-student relationships, more connectedness and non-threatening, to be positive while the other two, independent and conflicting, were negative relationships. Thus the student-lecturer relationship was an average. With the exception of connectedness, where low score showing less connectedness rather resulted in high self-esteem, the rest of the reported lecturer-student relationships correlated in good dimensions with high self-esteem of the students. However, while the association seemed to promote self-esteem, it rather indicated opposite dimension with regard to academic performance with increasing number of years spent in the department. The study revealed that because there was little interaction between lecturers and students resulting in the average relationship, the prevailing relationship did not directly or not strong enough to influence high academic and high level attainment but rather encouraged high self-esteem which in turn stimulated high academic and level attainment significantly (p< 0.01). Hence even-though it is a positive relationship which provides good environment for high academic performance, the reverse is possible especially at the higher education where the long exposure to the socio-cultural practices and the modes of instruction might have had tremendous impact on how students perceive and relate to lecturers in order to enhance their academic performance. We recommend improving student-lecturer relationship to drive self-esteems of students for higher academic performance. It is also suggested that further researches be carried out for modeling, possibly mixed-effects model of the academic performance of students taking into consideration self-esteem, lecturer relationship, socio-cultural and economic factors and other key determinants.

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Section: Review Of Related Literaturesmentioning

confidence: 99%

The Impact of Lecturer-Student Relationship on Self-Esteem and Academic Performance at Higher Education

Nyadanu¹,

Garglo²,

Adampah³

et al. 2014

jsss

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“…This finding concurs with other evidence that classroom quality plays a role in students' academic development across populations (Downer et al, 2007;Hamre et al, 2014;Reyes et al, 2012), including Latino students in elementary schools (Downer et al, 2012). Yet, prior studies did not consider individual social processes shown to link with classroom quality, such as teacher-student and peer relationships (Buyse et al, 2009;Gest & Rodkin, 2011). The finding from this study more strongly demonstrates the independent role of classroom interactions on behavioral engagement given consideration of individual relationships.…”

Section: Developmental Differences In the Role Of Relationships In Bementioning

confidence: 52%

“…Yet, little research has examined the combined influence of social processes at individual and classroom levels on students' behavioral engagement (Buyse, Verschueren, Verachtert & Van Damme, 2009;Gest & Rodkin, 2011). We know little about whether poor relationships with teachers or few social connections with peers negatively predict engagement equally in classrooms with and without high-quality interactions.…”

Section: Supportive Social Processes: Role Of Classroom Qualitymentioning

confidence: 99%

Mapping the Social World of Classrooms: A Multi‐Level, Multi‐Reporter Approach to Social Processes and Behavioral Engagement

Kim

Cappella

2016

American J of Comm Psychol

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Understanding the social context of classrooms has been a central goal of research focused on the promotion of academic development. Building on the current literature on classroom social settings and guided by a risk and protection framework, this study examines the unique and combined contribution of individual relationships and quality of classroom interactions on behavioral engagement among low-income Latino students in kindergarten to fifth grade (N = 111). Findings indicate that individual relationships with teachers and peers and classroom quality, each independently predicted behavioral engagement. Moreover, high-quality classrooms buffered the negative influence of students' difficulties in individual relationships on behavioral engagement. Findings illuminate the need to consider multiple layers of social classroom relationships and interactions and suggest the potential benefit of targeting classroom quality as a mechanism for improving behavioral engagement in urban elementary schools.

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“…Por um lado, a relação professor-aluno problemática se relaciona à rejeição entre pares (Mercer & DeRosier, 2008). Por outro lado, no que se refere à aceitação pelos colegas, quanto maior o apoio fornecido pelos professores, maior a eficácia social da criança, sendo sugerido pelas pesquisas que interações professor-aluno caracterizadas por suporte emocional se associam ao comportamento dos pares (Farmer et al, 2011;Gazelle, 2006;Hughes & Chen, 2011;Hughes & Kwok, 2006;Rolland, 2012;Wilson, Pianta, & Stuhlman, 2007 Um dos mecanismos pelos quais a relação entre essas variáveis pode ocorrer seria a partir da queda nos níveis de agressão ocasionada pelo suporte emocional e pela maior proximidade entre professor e aluno (Buyse, Verschueren, Verachtert, & Van Damme, 2009;Luckner & Pianta, 2011;Meehan, Hughes, & Cavell, 2003). Relacionado a isso, pesquisas indicam associações entre relações professor-aluno de baixa qualidade e a vitimização entre pares (Lamas, Freitas, & Barbosa, 2013;Shin & Kim, 2008;Troop-Gordon & Kopp, 2011).…”

Section: Representando a Preocupação Do Governo Com O Desenvolvimentounclassified

“…Ainda que o termo "mão invisível" tenha sido originalmente utilizado em referência ao papel do professor nas competências sociais dos alunos e que as evidências indiquem que a mão invisível possui a capacidade de exercer tanto influências negativas quanto positivas na dinâmica social da sala de aula (Farmer et al, 2011), estudos também apontam que ela -a partir de comportamentos de reprimendas ou elogios aplicados sistematicamente pelo docente, por exemplo (Beaman & Wheldall, 2000) -, apresenta desdobramentos concomitantes e em anos escolares posteriores em outros comportamentos das crianças, tais como seu ajustamento escolar e sua adaptação emocional (Brown, Jones, LaRusso, & Aber, 2010;Buyse et al, 2009;Furrer & Skinner, 2003;Hughes, Luo, Kwok, & Loyd, 2008). As influências e associações com estas e outras variáveis serão exploradas a seguir.…”

Section: Representando a Preocupação Do Governo Com O Desenvolvimentounclassified

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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Predicting School Adjustment in Early Elementary School: Impact of Teacher‐Child Relationship Quality and Relational Classroom Climate

Cited by 118 publications

References 41 publications

The Impact of Lecturer-Student Relationship on Self-Esteem and Academic Performance at Higher Education

The Impact of Lecturer-Student Relationship on Self-Esteem and Academic Performance at Higher Education

Mapping the Social World of Classrooms: A Multi‐Level, Multi‐Reporter Approach to Social Processes and Behavioral Engagement

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

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