2017
DOI: 10.17105/spr-2017-0020.v46-2
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Conflict, Closeness, and Academic Skills: A Longitudinal Examination of the Teacher–Student Relationship

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Cited by 58 publications
(52 citation statements)
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References 39 publications
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“…In the literature, closeness and conflict are considered the two most common dimensions of the teacher-student relationship (Mason et al, 2017). The dimension of closeness is broadly defined as the degree to which a teacher-student relationship is a satisfactory and positive one, characterized by warmth, support, and affection.…”
Section: Dimensions Of Teacher-student Relationships and Associationsmentioning
confidence: 99%
“…In the literature, closeness and conflict are considered the two most common dimensions of the teacher-student relationship (Mason et al, 2017). The dimension of closeness is broadly defined as the degree to which a teacher-student relationship is a satisfactory and positive one, characterized by warmth, support, and affection.…”
Section: Dimensions Of Teacher-student Relationships and Associationsmentioning
confidence: 99%
“…In contrast, conflict represents a dysfunctional communication pattern marked by negative interactions and a general lack of affinity between the teacher and the student (Ladd & Burgess, ). Closeness and conflict have shown different developmental trajectories (Bosman, Roorda, van der Veen, & Koomen, ; O'Connor et al, ; Spilt, Hughes, Wu, & Kwok, ) as well as differential relations with important school‐related variables like academic achievement (Mason, Hajovsky, McCune, & Turek, ; Roorda et al, ) and teacher self‐efficacy (Zee & Koomen, ). Moreover, research suggests that the level of reported TSRQ varies as a function of student socioeconomic circumstances as well as the degree of teacher–student cultural/ethnic alignment (Hamre & Pianta, ; Hughes & Kwok, ; Spilt et al, ).…”
mentioning
confidence: 99%
“…Por otro lado, se contrasta el presente trabajo con aquellos estudios que resaltan la importancia de las relaciones significativas con los pares y profesores en el entorno escolar (Aldridge et al, 2015;García-Moya et al, 2015;Mason et al, 2017;Poulou, 2017), ya que en los resultados del presente estudio, dichas variables perdieron significancia estadística; no obstante, en los estudios mencionados, no se consideraron variables familiares.…”
Section: Discussionunclassified
“…Asimismo, la percepción de la relación con los maestros es otra interacción relevante. Sentirse cercanos y apoyados por un docente favorece un mayor grado de bienestar emocional, satisfacción, desempeño académico y compromiso escolar (Aldridge et al, 2015;García-Moya, Brooks, Morgan, & Moreno, 2015;Mason, Hajovsky, McCune, & Turek, 2017;Poulou, 2017). Aunado a lo anterior, la calidad de estas interacciones sociales influye también en la relación particular que cada estudiante establece con la escuela (Fatou & Kubiszewski, 2018).…”
Section: Introductionunclassified