Teacher-Student Relationships and Engagement: Conceptualizing, Measuring, and Improving the Capacity of Classroom Interactions

Pianta, Robert C.; Hamre, Bridget K.; Allen, Joseph P.

doi:10.1007/978-1-4614-2018-7_17

Cited by 556 publications

(455 citation statements)

References 89 publications

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“…Individual relationships with teachers and peers are embedded within broader classroom interactions (Gest & Rodkin, 2011;Pianta et al, 2012). 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).…”

Section: Supportive Social Processes: Role Of Classroom Qualitymentioning

confidence: 99%

“…These relationships include the teacher-student relationship (Hughes, Wu, Kwok, Villarreal & Johnson, 2012;Roorda et al, 2011) and peer relationships (Buhs, Ladd & Herald, 2006;Dika & Singh, 2002). Classroom researchers also propose that the overall quality of classroom interactions (i.e., classroom quality)-or the effectiveness of the emotional, instructional, and behavioral interactions in the classroom--promotes or constrains learning (Hamre & Pianta, 2010;Pianta, Hamre & Allen, 2012). These social processes coexist in classrooms and may have unique and combined influences on students' outcomes (Gest & Rodkin, 2011;Pianta et al, 2012;Wentzel, Battle, Russell & Looney, 2010).…”

Section: Introductionmentioning

confidence: 99%

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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: Supportive Social Processes: Role Of Classroom Qualitymentioning

confidence: 99%

Section: Introductionmentioning

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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“…Bruney's study (2012) reveals the presence of the classroom interaction in the classroom affects the students' view of teacher's performance in arranging activity and establishing any activities in classroom will not be effective if the relationship between the teacher and the students is not established well. Positive classroom interaction makes the students gain higher achievement (Nguyen, 2007) and create positive attitude from the students toward the learning activity (Pianta et al, 2012). Another study, conducted by Sánchez et al (2013), reveals a positive teacher-student relationship influences students' motivation in learning in which students feel more confident and comfortable to approach teacher and share personal and academic issues.…”

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confidence: 99%

“…Establishing a good communication between teacher and students is a step of successful teaching and learning (Barmaki, 2014), and therefore maintaining the teacher-student relationship is a concern in classroom to foster positive development on students learning in classroom (Bruney, 2012;Nguyen, 2007;Pianta, Hamre, & Allen, 2012). This teacher and students' relationship is defined as a rapport in which there is a positive, enjoyable, and respectful relationship (Harmer, 2007a;2007b) and includes harmonious interaction and communication between teacher and students (Bernieri, 1998) in building trust and respects that leads the students to feel capable, competent, and creative in learning (Brown, 2001).…”

mentioning

confidence: 99%

“…Good classroom interaction is categorized as an important factor in student learning and enhancing effective teaching and learning activity (Özer, Atik, Şad, & Kiş, 2015;Swenson, 2010;Webb & Barett, 2014). It gives positive impact on teacher's effectiveness and students' learning (Pianta et al, 2012;Sánchez, González, & Martínez, 2013;Swenson, 2010). Bruney's study (2012) reveals the presence of the classroom interaction in the classroom affects the students' view of teacher's performance in arranging activity and establishing any activities in classroom will not be effective if the relationship between the teacher and the students is not established well.…”

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confidence: 99%

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Constructing Teacher’s Self-Assessment of Rapport Building in Efl Classroom

Nova

2017

IJE

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A good education is not only about academics, but also the positive social interaction in classroom. Therefore, there is a need to build rapport in classroom interaction. In building rapport, EFL teachers need to conduct several activities, and through self-assessment, teachers can monitor and evaluate their own teaching for professional development. However, self-assessment instrument for building rapport has not been developed yet by any researchers. To fill the needs, this study is established to construct a self-assessment for teacher in building rapport in EFL classroom. By applying design research from a curriculum perspective, the results revealed a self-assessment instrument of maintaining rapport for EFL teacher. The Cronbach's alpha coefficient (α = .928) of this instrument indicated high reliability and the instrument can be considered a reliable instrument to be used for the study sample. EFL teachers can do self-monitoring and self-evaluation on their rapport building in classroom interaction. Additionally, further research in investigating the effect of using this instrument in assessing teacher's quality is required.

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Resilience and Adversity

Luthar

Crossman

Small

2015

Handbook of Child Psychology and Developmental Science

154

186

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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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Teacher-Student Relationships and Engagement: Conceptualizing, Measuring, and Improving the Capacity of Classroom Interactions

Cited by 556 publications

References 89 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

Constructing Teacher’s Self-Assessment of Rapport Building in Efl Classroom

Resilience and Adversity

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