Elementary School Children with Behavior Problems: Teacher-Child Relations and Self-Perception. A Prospective Study

Henricsson, Lisbeth; Rydell, Ann‐Margret

doi:10.1353/mpq.2004.0012

Cited by 262 publications

(251 citation statements)

References 46 publications

Supporting

Mentioning

206

Contrasting

Unclassified

Order By: Relevance

“…Although our searches of the literature revealed no research examining associations between teachers' perceptions of STR quality and children's or adolescents' depressive symptoms, evidence suggests they are related. Specifically, children with more internalizing symptoms are also likely to be rated by teachers as having STRs that are more conflictual (Murray & Murray, 2004), more dependent (Murray & Murray, 2004), and less close (Henricsson & Rydell, 2004). However, there remains a paucity of research examining teacher support as measured by teachers' perceptions of STR quality and depressive symptoms, particularly at the transition to middle school.…”

Section: Teacher Support and Depressive Symptomsmentioning

confidence: 99%

Teacher support mediates concurrent and longitudinal associations between temperament and mild depressive symptoms in sixth grade

Rudasill

Pössel

Black

et al. 2013

Early Child Development and Care

View full text Add to dashboard Cite

Section: Teacher Support and Depressive Symptomsmentioning

confidence: 99%

Teacher support mediates concurrent and longitudinal associations between temperament and mild depressive symptoms in sixth grade

Rudasill

Pössel

Black

et al. 2013

Early Child Development and Care

View full text Add to dashboard Cite

“…Nos résultats s'inscrivent également dans la continuité des études comparatives qui ont pu montrer que les enfants issus des pédagogies centrées sur l'enseignant sont plus sensibles aux effets-maîtres, en ce qu'ils déve-loppent une plus grande dépendance vis-à-vis des adultes (Stipek et Feiler, 1995). De récentes études ont néanmoins pu démontrer que les relations entre enseignants et élèves avaient plus d'effets sur la scolarité lorsqu'elles étaient mauvaises que lorsqu'elles étaient positives (Hamre et Pianta, 2001 ;Henricsson et Rydell, 2004 ;Hughes, 2011 ;Mantzicopoulos et Neuharth-Pritchett, 2003), ce qui vient nuancer la portée de notre recherche.…”

Section: Discussion Des Résultatsunclassified

Le passage d’une pédagogie centrée sur l’élève vers une pédagogie centrée sur l’enseignant : une étude de cas comparative

Brito

2013

rse

View full text Add to dashboard Cite

Nous étudions la transition entre une école primaire et un collège (premier cycle du secondaire). Nous comparons, d’un côté, les élèves issus d’une école primaire proposant une pédagogie centrée sur l’élève ; de l’autre, les élèves issus d’une école proposant une pédagogie centrée sur l’enseignant. Nous comparons leurs performances scolaires et certaines dimensions psychologiques mesurées à l’aide d’un questionnaire. Sur le plan scolaire, aucune différence n’est constatée. Sur le plan psychologique, les élèves issus d’une pédagogie centrée sur l’élève font preuve d’une grande habileté sociale et relationnelle sans qu’il soit pour autant possible d’évoquer de plus grandes capacités d’adaptation.This article focuses on the issue of transition from a child-centered primary school to a teacher-centered secondary school. We compare the schooling of two groups of pupils, one coming from child-centered classes with one of pupils from teacher-centered classes, comparing their academic achievement and some psychological dimensions assessed using psychometrical tools. The results indicate that on the academic level there is no difference between the two groups. On the psychological level, children from child-centered classes demonstrate greater social and relational skills, however it is not possible to evoke better adaptation capacities.Estudiamos la transición entre una escuela primaria que propone una pedagogía centrada en el alumno y un colegio que utiliza una pedagogía centrada en el docente. Comparamos dos grupos : de un lado, los alumnos procedentes de una escuela primaria con una pedagogía centrada en el alumno, del otro, los alumnos procedentes de una escuela con una pedagogía centrada en el docente. Comparamos el rendimiento escolar y algunas dimensiones psicológicas evaluadas mediante un cuestionario. En el plan escolar no se observa ninguna diferencia. En el plan psicológico, los alumnos procedentes de las clases con pedagogía centrada en el alumno demuestran una gran habilidad social y relacional sin que sea posible por ello hablar de mayores capacidades de adaptación

show abstract

“…A. J. L. Baker and her colleagues (2005) suggested that during this period, teachers may act as compensatory resources for vulnerable children by providing emotional security. It is noted, however, that in some studies of aggressive children, teacher-child conflict is more predictive of negative future outcomes than teacher-child closeness is of positive future outcomes (Hamre & Pianta, 2001;Henricsson & Rydell, 2004). It follows that teachers, because of their ability to formulate transformative relationships with students, can contribute positively to treatment of individuals in residential treatment.…”

Section: Student-teacher Relationshipsmentioning

confidence: 99%

Assessments of Student–Teacher Relationships in Residential Treatment Center Schools

Rudasill

Gonshak

Pössel

et al. 2013

Journal of Education for Students Placed at Risk (JESPAR)

View full text Add to dashboard Cite

Elementary School Children with Behavior Problems: Teacher-Child Relations and Self-Perception. A Prospective Study

Cited by 262 publications

References 46 publications

Teacher support mediates concurrent and longitudinal associations between temperament and mild depressive symptoms in sixth grade

Teacher support mediates concurrent and longitudinal associations between temperament and mild depressive symptoms in sixth grade

Le passage d’une pédagogie centrée sur l’élève vers une pédagogie centrée sur l’enseignant : une étude de cas comparative

Assessments of Student–Teacher Relationships in Residential Treatment Center Schools

Contact Info

Product

Resources

About