Student–teacher relationship quality and academic adjustment in upper elementary school: The role of student personality

Zee, Marjolein; Koomen, Helma M.Y.; Veen, Ineke van der

doi:10.1016/j.jsp.2013.05.003

Cited by 93 publications

(104 citation statements)

References 115 publications

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“…Positive relationships with warm and supportive adults in schools, such as teachers, are related to adaptive student achievement behaviors (Baker, Grant, & Morlock, 2008;Hamre & Pianta, 2006;Ladd & Burgess, 2001;Liew, 2012;Pakarinen et al, 2014). These student-teacher relationships can increase a student's motivation for learning, perceived academic competence, school engagement, attitudes toward school and academic achievement, and the teachers can support the students in dealing with the demands of schoolwork (Baker, 2006;Beebe-Frankenberger et al, 2005;Davis, 2003;Hamre & Pianta, 2001;Hughes, 2011;Pianta & Stuhlman, 2004;Roorda et al, 2011;Tsai & Cheney, 2012;Zee, Koomen, & Van der Veen, 2013). Not only do positive student-teacher relationships support students' academic achievement, but they are also an important factor in terms of the socio-emotional needs of students (Capern & Hammond, 2014).…”

Section: Introductionmentioning

confidence: 99%

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

Sointu

Savolainen

Lappalainen

et al. 2016

Educational Psychology

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Longitudinal associations of student-teacher relationships and behavioural and emotional strengths on academic achievement Sointu, Erkko T.; Savolainen, Hannu; Lappalainen, Kristiina; Lambert, Matthew C.Sointu, E. T., Savolainen, H., Lappalainen, K., & Lambert, M. C. (2017). Longitudinal associations of student-teacher relationships and behavioural and emotional strengths on academic achievement. Educational Psychology, 37 (4), 457-467. doi:10.1080/01443410.2016 AbstractPositive student-teacher relationships are related to students' academic achievement and behavioral and emotional adjustment. How a student's behavioral and emotional strengths are associated with these relationships and how the relationships influence students' academic performance remains unknown. We examined this framework using a cross-lagged panel model with a group of Finnish students and their parents from

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Section: Introductionmentioning

confidence: 99%

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

Sointu

Savolainen

Lappalainen

et al. 2016

Educational Psychology

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“…For example, transitions between activities can be made more gradual for students with low adaptability, or academic activities more appealing by incorporating personal interests of the child. Additionally, students' personality has been found to be associated with relationships with teachers and academic progress (Zee et al, 2013). Incorporating knowledge of students' positive relationships with individual teachers may be helpful for support planning.…”

Section: Personal Factorsmentioning

confidence: 99%

A Proposed Functional Abilities Classification Tool for Developmental Disorders Affecting Learning and Behaviour

Klein

Camargo

2018

Front. Educ.

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Children with developmental disorders affecting learning and behaviour (DDALB) (e.g., attention, social communication, language, and learning disabilities, etc.) require individualized support across multiple environments to promote participation, quality of life, and developmental outcomes. Support to enhance participation is based largely on individual profiles of functioning (e.g., communication, cognitive, social skills, executive functioning, etc.), which are highly heterogeneous within medical diagnoses. Currently educators, clinicians, and parents encounter widespread difficulties in meeting children's needs as there is lack of universal classification of functioning and disability for use in school environments. Objective: a practical tool for functional classification broadly applicable for children with DDALB could facilitate the collaboration, identification of points of entry of support, individual program planning, and reassessment in a transparent, equitable process based on functional need and context. We propose such a tool, the Functional Abilities Classification Tool (FACT) based on the concepts of the ICF (International Classification of Functioning, Disability and Health). FACT is intended to provide ability and participation classification that is complementary to medical diagnosis. For children presenting with difficulties, the proposed tool initially classifies participation over several environments. Then, functional abilities are classified and personal factors and environment are described. Points of entry for support are identified given an analysis of functional ability profile, personal factors, environmental features, and pattern of participation. Conclusion: case examples, use of the tool and implications for children, agencies, and the system are described.

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“…Teisalt võivad õpetajad arvata, et lastel, kes on teistest elavamad, on enam raskusi enda käitumise ja õppimisprotsessi reguleerimisega, mistõttu nad peavad selliseid õpilasi ka kohustuste viima sele hetkele jätjateks. Tulemust võib interpreteerida ka õpilaste ja õpetajate suhteid käsitlevate uurimuste valguses (Rudasill & Rimm Kaufman, 2009;Zee, Koomen, & van der Veen, 2013), mille kohaselt seostub õpilaste ekstra vertsus oluliselt nii õpetajate ja õpilaste vahelise konflikt suse kui ka lähedusega. Õpetajate suhted häbelike ja tagasi hoidlike lastega on küll vähem konfliktsed, kuid samas ka vähem lähedased, mistõttu võivad tagasi hoidlike laste probleemid jääda märkamata.…”

Section: Aruteluunclassified

Kus tegijaid, seal nägijaid? Akadeemilise prokrastineerimise õpetajapoolse märkamise seosed õpilaste individuaalsete erinevustega

Aus¹,

Arro²,

Jõgi³

et al. 2014

EHA

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AnnotatsioonAlgkoolist põhikooli liikudes muutub õpitav keerulisemaks ja abstraktsemaks. Õpilaste eneseregulatsioonioskus ja selle arengu toetamine on seetõttu vaielda matult olulised. Üks teadaolev eneseregulatsiooniprobleem on õpikohustuste täitmise edasilükkamine ehk akadeemiline prokrastineerimine. Prokrastinee rimiskäitumine võib välja kujuneda juba põhikoolis, kuid jääda õpetajatele see juures märkamata. Siinses uurimuses võrdlesime 8. klasside õpilaste (N = 551) hinnanguid oma prokrastineerimiskäitumisele kolme aineõpetaja (N = 118) hinnangutega. Leidsime, et õpilaste ja õpetajate hinnangud ei lange alati kokku ning õpetajad näevad prokrastineerijatena pigem vähem võimekaid õpilasi, olene mata sellest, kas õpilane ise peab end prokrastineerijaks või mitte. Samuti tõid õpetajad prokrastineerijatena esile pigem keskmisest ekstravertsemaid lapsi. Et uurida, kas õpetaja vaatevälja jäämiseks on olulisemad pigem õpilaste isiksuse omadused või vaimne võimekus, pöörasime eraldi tähelepanu neile õpilastele, kes on endi sõnul sagedased prokrastineerijad. Leidsime, et mida võimekam on õpilane olnud juba algklassides ning mida introvertsem 7. klassis, seda väiksem on tõenäosus, et õpetajad tema prokrastineerimiskalduvust 8. klassis märkavad. Tulemused lubavad järeldada, et õpetajatel on raske tuvastada võimekamate ja introvertsemate õpilaste eneseregulatsiooniprobleeme. Õpetajad peaksid peale ainealaste õpitulemuste hindamise pöörama kindlasti tähelepanu ka õpilaste õpioskuste süstemaatilisele hindamisele.Võtmesõnad: akadeemiline prokrastineerimine, õpioskused, õpetajate hinnangud õpioskustele, vaimne võimekus, isiksus

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Student–teacher relationship quality and academic adjustment in upper elementary school: The role of student personality

Cited by 93 publications

References 115 publications

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

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

A Proposed Functional Abilities Classification Tool for Developmental Disorders Affecting Learning and Behaviour

Kus tegijaid, seal nägijaid? Akadeemilise prokrastineerimise õpetajapoolse märkamise seosed õpilaste individuaalsete erinevustega

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