Students’ characteristics and teacher–child relationships in instruction: A meta-analysis

Nurmi, Jari‐Erik

doi:10.1016/j.edurev.2012.03.001

Cited by 192 publications

(242 citation statements)

References 66 publications

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“…Consistent with previous research [5], [20], [24], we found that the strongest predictor of belonging to the moderate/declining child-teacher relationship trajectory was the presence of clinically significant teacher-rated mental health difficulties during preschool. It is possible that strained interactions between preschool teachers and children with early mental health problems (which more frequently require re-direction, intervention, and behavior management), may set these children on a pathway to persisting negative relationships with teachers.…”

Section: Discussionsupporting

confidence: 79%

“…Of all factors previously examined, there is the most substantial evidence implicating early mental health problems as influential on children"s quality of relationships with teachers. 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].…”

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: Discussionsupporting

confidence: 79%

Section: Child and Family Predictors Of Child-teacher Relationshipmentioning

confidence: 99%

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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“…Desta forma, os resultados ratificam o que é apontado pela literatura acerca do fato de que as relações do professor com o aluno que chega à escola com habilidades acadêmicas mais desenvolvidas, que não possui uma história de fracasso escolar ou que é altamente motivado para realizar determinadas atividades ou para estudar (Jerome et al, 2008;Nurmi, 2012;Viecili & Medeiros, 2002) são melhores que as relações com o aluno que possui dificuldades acadêmicas, um histórico com retenções ou que não possui iniciativa para fazer as atividades (Azevedo et al, 2012;Baker, 2006;Nurmi, 2012;Viecili & Medeiros, 2002). Trata-se de um dado preocupante, visto que os alunos com problemas nas habilidades acadêmicas são alguns dos que mais precisam do apoio do professor (Osti & Martinelli, 2014).…”

Section: Discussionunclassified

“…Além das diferenças nas atitudes do professor diante dos alunos com diferentes desempenhos, os comportamentos diferenciados dos próprios alunos, em termos de engajamento e motivação, podem interferir nas ações do educador (Nurmi, 2012). Por exemplo, alunos altamente motivados para realizar determinadas atividades ou para estudar certas matérias escolares podem ter mais iniciativas para interagir com o professor, fazendo perguntas e solicitando mais informações, em comparação com alunos menos motivados.…”

Section: Ajustamento Acadêmicounclassified

“…Há também evidências da influência no sentido oposto: em comparação com alunos que não apresentam problemas de comportamento, os que possuem esses problemas em sala de aula são mais propensos a se envolver em relações negativas com o docente (Farmer et al, 2011;Picado & de Rose, 2009 (Buyse, Verschueren, Doumen, van Damme, & Maes, 2008;Henricsson & Rydell, 2004;Mash & Barkley, 1996;Murray & Greenberg, 2000;Nurmi, 2012;Rudasill, Rimm-Kaufman, Justice, & Pence, 2006;Silver, Measelle, Armstrong, & Essex, 2005).…”

Section: Problemas De Comportamentounclassified

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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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Student–teacher closeness and conflict in students with and without special educational needs

Freire

Pipa

Aguiar

et al. 2019

British Educational Res J

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Teachers play a key role in creating effective conditions for students to succeed in school. The quality of student-teacher relationships is consistently associated with social, emotional, behavioural and academic adjustment, and this is even more relevant for students with special educational needs (SEN), considering these students' emotional, social and learning vulnerabilities. This study aimed to examine the associations between students' externalising and internalising behaviour, social skills and academic performance, and teachers' perceptions of conflict and closeness in their relationships with students with and without SEN. Data regarding 360 students in Year 3, Year 5 and Year 7 (169 students with SEN) were collected. Teachers (n = 74) reported on the student-teacher relationship and students' social skills, behaviour problems and academic performance. Special education teachers (n = 38) provided information regarding the diagnosis and profile of functioning of students with SEN. Results showed that teachers' reports of students' social skills and externalising problems were the strongest predictors of closeness and conflict. Internalising problems and SEN status also predicted decreased closeness, despite smaller effects. Taken together, findings support the importance of professional development opportunities focusing on facilitating teachers' relationships with students with perceived challenging behaviour.

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Students’ characteristics and teacher–child relationships in instruction: A meta-analysis

Cited by 192 publications

References 66 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

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

Student–teacher closeness and conflict in students with and without special educational needs

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