Teacher-student relationship quality type in elementary grades: Effects on trajectories for achievement and engagement

Jiun-Yu Wu*, Jan N. Hughes, Oi Man Kwok

*此作品的通信作者

研究成果: Article同行評審

131 引文 斯高帕斯(Scopus)

摘要

Teacher, peer, and student reports of the quality of the teacher-student relationship were obtained for an ethnically diverse and academically at-risk sample of 706 second- and third-grade students. Cluster analysis identified four types of relationships based on the consistency of child reports of support and conflict in the relationship with reports of others: Congruent Positive, Congruent Negative, Incongruent Child Negative, and Incongruent Child Positive. The cluster solution evidenced good internal consistency and construct validity. Group membership predicted growth trajectories for teacher-rated engagement and standardized achievement scores over the following three years, above prior performance. The predictive associations between child reports of teacher support and conflict and the measured outcomes depended on whether child reports were consistent or inconsistent with reports of others. Study findings have implications for theory development, assessment of teacher-student relationships, and teacher professional development.

原文English
頁(從 - 到)357-387
頁數31
期刊Journal of School Psychology
48
發行號5
DOIs
出版狀態Published - 1 10月 2010

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