Teacher and observer views on student–teacher relationships: Convergence across kindergarten and relations with student engagement

Doumen, Sarah; Koomen, Helma M.Y.; Buyse, Evelien; Wouters, Sofie; Verschueren, Karine

doi:10.1016/j.jsp.2011.08.004

Cited by 76 publications

(85 citation statements)

References 47 publications

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“…We confirm prior research indicating that teacher-student conflict predicts behavioral engagement (Doumen, Koomen, Buyse, Wouters & Verschueren, 2012;Hamre & Pianta, 2001;Hughes et al, 2012). We find this predictive association among an understudied population of lowincome Latino students in urban schools.…”

Section: Individual Relationships With Teachers and Peers: Predictingsupporting

confidence: 88%

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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Section: Individual Relationships With Teachers and Peers: Predictingsupporting

confidence: 88%

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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“…Grade 4 teacher positive affect correlated .53 (p < .001) with the Grade 4 teacher report on the closeness subscale of the STRS. Teacher and observer ratings of teacher-child relationship have been shown to converge to a moderate degree (Doumen et al, 2012).…”

Section: Methodsmentioning

confidence: 99%

“…The attachment-theory perspective (Howes, 1999;Pianta, Nimetz, & Bennett, 1997) suggests that, as they negotiate the demands of school, a close and positive relationship with the teacher provides children with security and emotional support (Doumen, Koomen, Buyse, Wouters, & Verschueren, 2012;Hamre & Pianta, 2001;Spilt, Koomen, Thijs, & van der Leij, 2012). For example, a positive relationship with a teacher provides a safe context for the development of self-regulation (Denham & Burton, 1996).…”

Section: Role Of the Teacher-child Relationship In Children's Adjustmmentioning

confidence: 99%

Positive Teacher Affect and Maternal Support Facilitate Adjustment After the Transition to First Grade

Kiuru¹,

Laursen²,

Aunola³

et al. 2016

Merrill-Palmer Quarterly

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“…Teachers rate each item on a Likert-type scale ranging from 1 (definitely does not apply) to 5 (definitely applies). This measure has been widely used and evidence for its reliability and validity has been reported across different samples (Doumen, Koomen, Buyse, Wouters, & Verschueren, 2012;Hamre & Pianta, 2001). Results of Running head: PROCESS QUALITY AND SELF-REGULATION 13 confirmatory factor analysis for this sample showed that a two-factor model fitted the data adequately, χ2 (42) = 68.29, p < .01, RMSEA = .056, CFI = .927, after excluding two items from the closeness scale that had low factor loadings: "This child is uncomfortable with physical affection or touch from me (reversed)" and "This child tries to please me".…”

mentioning

confidence: 99%

Classroom Interactions, Dyadic Teacher–Child Relationships, and Self–Regulation in Socially Disadvantaged Young Children

Cadima

Verschueren

Leal

et al. 2015

J Abnorm Child Psychol

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128

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This study examined the quality of the classroom climate and dyadic teacher-child relationships as predictors of self-regulation in a sample of socially disadvantaged preschool children (N = 206; 52% boys). Children's self-regulation was observed in Running head: PROCESS QUALITY AND SELF-REGULATION 2 preschool at the beginning and at the end of the school year. At the middle of the preschool year, classroom observations of interactions were conducted by trained observers and teachers rated the quality of dyadic teacher-child relationships. Results from multilevel analyses revealed that teacher-child closeness predicted improvements in observed self-regulation skills. Children showed larger gains in self-regulation when they experienced closer teacher-child relationships. Moreover, a moderating effect between classroom instructional quality and observed selfregulation was found such that children with low initial self-regulation skills benefit the most from classrooms with higher classroom quality. Findings have implications for understanding the role of classroom social processes on the development of selfregulation.Keywords: Teacher-child relationships; Classroom interactions; Self-regulation; Early education and care; Socially disadvantaged children Running head: PROCESS QUALITY AND SELF-REGULATION 3 Classroom interactions, dyadic teacher-child relationships, and self-regulation in socially disadvantaged young children There has been a recent increase in universal early childhood services in many Western countries, based on a vast literature highlighting the preschool years as a critical period for the development of social, language and cognitive skills (Leseman, 2009). Increasing numbers of children are currently attending preschool throughout many countries (OECD, 2013). However, many children, especially from socially disadvantaged backgrounds, start school lacking critical skills for a successful transition to school, namely self-regulation (Blair & Razza, 2007). A growing number of studies have shown that self-regulation is linked to academic skills, such as literacy and mathematics, and to social competence (Blair & Razza, 2007;McClelland et al., 2007). Thus, identifying specific aspects of the environment that can contribute to the development of self-regulation becomes of crucial importance.An emergent literature suggests that emotionally-close, sensitive, well-organized, and cognitively stimulating interactions in the classroom are related to young children's development of social and academic outcomes (Burchinal, PeisnerFeinberg, Bryant, & Clifford, 2000;Hamre & Pianta, 2005). Classroom process quality refers to the quality of children's direct experiences and includes both the quality of teacher-child relationships and the overall classroom climate . To date, however, the links between classroom process quality and children's development of self-regulation have been largely overlooked. The current study investigates whether different facets of classroom process quality, namely the quality o...

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Teacher and observer views on student–teacher relationships: Convergence across kindergarten and relations with student engagement

Cited by 76 publications

References 47 publications

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

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

Positive Teacher Affect and Maternal Support Facilitate Adjustment After the Transition to First Grade

Classroom Interactions, Dyadic Teacher–Child Relationships, and Self–Regulation in Socially Disadvantaged Young Children

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