Recent trends in research on teacher–child relationships

Sabol, Terri J.; Pianta, Robert C.

doi:10.1080/14616734.2012.672262

Cited by 617 publications

(598 citation statements)

References 68 publications

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“…For example, knowing that boys and children from single parent families, and children who struggle socially are at greater risk for poor quality child-teacher relationships, may make teachers more mindful of counteracting this possibility by adjusting the frequency and type of their interactions with these children. These strategies, embedded within professional development interventions which have been shown to improve child-teacher interactions (such as "banking time" with children) [22], may help place children on more positive developmental trajectories. experience a positive relationship with a supportive adult, which is fundamentally important for children developmentally [3], [4], [9], [21], [25].…”

Section: Discussionmentioning

confidence: 99%

“…This study also extends previous research by examining the effect of several potential socio-demographic predictors of child-teacher relationship trajectories (e.g., prosocial skills, parenting styles, parental distress), which have so far remained unexplored. According to [22], the present study also represents a much-needed extension upon existing research by being one of only a small number of studies in this field to be conducted outside of the United States.…”

Section: The Present Studymentioning

confidence: 99%

“…In a meta-analysis of 19 studies, [20] found that when teachers interact with children exhibiting a high level of externalizing or internalizing problems, teachers report more conflict and less closeness in the child-teacher relationship. There is also longitudinal evidence to suggest that positive child-teacher relationships may be particularly important for healthy developmental outcomes in children at-risk due to exhibiting early behavioral problems, e.g., [21], [22]. Furthermore, there is indication that behavior problems and child-teacher relationships are part of a transactional cycle, whereby early aggressive behavior problems are related to an increase in child-teacher conflicts during the year, which is also related to an increase in behavior problems by the end of the year [23].…”

Section: Child and Family Predictors Of Child-teacher Relationshipmentioning

confidence: 99%

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Child and Family Predictors of Child-Teacher Relationship Trajectories during the Transition from Preschool to School

Miller-Lewis¹,

Sawyer²,

Searle³

et al. 2014

IJIET

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Abstract-This longitudinal study aimed to identify child, socio-demographic, family, and relationship factors associated with children's teacher relationship quality trajectories over the transition from preschool into school. A community sample of 636 Australian children were assessed in preschool, the first year, and second year of formal schooling. Teachers at all three assessments reported on child-teacher relationship quality. At preschool, teachers and parents reported on children's mental health difficulties and prosocial skills, and parents reported on family socio-demographic characteristics, stress, parenting styles, and parent-teacher relationships. Findings from latent-class growth modeling identified a 1) stable-high and 2) a moderate/declining child-teacher relationship trajectory. Logistic regressions found the strongest predictor of belonging to the moderate/declining relationship trajectory was the presence of teacher-rated preschool mental health difficulties. Children exposed to hostile-ineffective parenting were also more likely to experience a moderate/declining trajectory, whereas girls and children with more prosocial skills at preschool were less likely to have a moderate/declining trajectory. For children considered at-risk at preschool due to early mental health difficulties, prosocial skills and parental warmth appeared to protect them from the moderate/declining child-teacher relationship trajectory. Findings suggest that early-interventions focusing on fostering prosocial skills and positive parenting styles may help improve child-teacher relationships over time.

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Section: Discussionmentioning

confidence: 99%

Section: The Present Studymentioning

confidence: 99%

Section: Child and Family Predictors Of Child-teacher Relationshipmentioning

confidence: 99%

See 1 more Smart Citation

Child and Family Predictors of Child-Teacher Relationship Trajectories during the Transition from Preschool to School

Miller-Lewis¹,

Sawyer²,

Searle³

et al. 2014

IJIET

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“…It has been hypothesized that teacher-child relationships become less salient for older students who are more independent from adults (Buhrmester & Furman, 1987;Lynch & Cicchetti, 1997). However, recent scholarship suggests that positive teacher-student relationships continue to play a key role in behavioral engagement among older elementary age students (Roorda et al, 2011;Sabol & Pianta, 2012). Specifically, older students may be less compliant in classrooms (e.g., attentive, engaged) in the absence of relatedness with the teacher.…”

Section: Supportive Social Processes: Role Of Individual Relationshipmentioning

confidence: 99%

“…This finding is consistent with the recent theories and empirical evidence that negative teacher-student relationships are problematic across elementary school grades. Although children become less dependent on adults as they grow older, adult-child relationships continue to make a difference in behavioral engagement throughout middle childhood (Roorda et al, 2011;Sabol & Pianta, 2012).…”

Section: Developmental Differences In the Role Of Relationships In Bementioning

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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Resilience and Adversity

Luthar

Crossman

Small

2015

Handbook of Child Psychology and Developmental Science

165

192

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positive adaptation. As noted at the outset of this chapter, resilience is a phenomenon or process reflecting relatively positive adaptation despite significant adversity or trauma. Because it is a superordinate construct subsuming two distinct dimensions-adversity and positive adaptationresilience is never directly measured, but instead is indirectly inferred based on evidence of the two subsumed constructs.Adversity, in developmental science research on resilience, is defined in terms of statistical probabilities: A high-risk condition is one that carries high odds for measured maladjustment in critical domains. Exposure to maternal depression or community violence, for example, constitutes high risk because children experiencing each of these manifest significantly greater maladjustment than those who do not. Aside from discrete risk dimensions such as parent psychopathology, researchers have also examined composites of multiple risk indices, such as parents' low income and education, histories of mental illness, and disorganization in neighborhoods (Sameroff, Seifer, Zax, & Barocas, 1987). When risks such as these coexist (as they often do, in the real world), effects tend to be synergistic, with child outcomes being far poorer than when any of these risks exists in isolation.Positive adaptation, the second component in the construct of resilience, refers to adjustment that is much better than what would be expected, given exposure to the risk condition under study. In studies of resilience in childhood, this construct is most commonly operationalized in terms of behaviorally manifested social competence, or success at meeting stage-salient developmental tasks (Luthar, 2006;Masten & Tellegen, 2012). To illustrate, competence is often operationally defined in terms of observed secure attachment behaviors among young children, and in terms of positive relationships with peers and teachers, as well as good academic grades, among older children and adolescents.In addition to being developmentally appropriate, indicators used to operationalize "positive adaptation" must be of high conceptual relevance to the particular risk condition examined, in terms of both domains assessed, and stringency of criteria used. When communities carry many risks for antisocial problems, for example, it is logical to assess children's maintenance of socially conforming behaviors (Jain et al., 2012), whereas among offspring of depressed parents, the absence of depressive problems would be of special significance (Beardslee, Gladstone, & O'Connor, 2012). With regard to stringency of criteria, similarly, decisions must depend on the seriousness of the risks being studied. In research on children facing major traumas, it is appropriate to define risk-evasion in terms of the absence of serious psychopathology rather than excellence in everyday adaptation Rutter, 2012). Finally, positive child adaptation must be considered across multiple adjustment spheres; overly narrow foci on particular behaviors can be misleading in suggesting that ri...

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Recent trends in research on teacher–child relationships

Cited by 617 publications

References 68 publications

Child and Family Predictors of Child-Teacher Relationship Trajectories during the Transition from Preschool to School

Child and Family Predictors of Child-Teacher Relationship Trajectories during the Transition from Preschool to School

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

Resilience and Adversity

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