Student representations of dyadic and global teacher-student relationships: Perceived caring, negativity, affinity, and differences across gender and race/ethnicity

Liu, Pei Pei; Savitz-Romer, Mandy; Perella, John; Hill, Nancy E.; Liang, Belle

doi:10.1016/j.cedpsych.2018.07.005

Cited by 21 publications

(14 citation statements)

References 113 publications

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“…On the other hand, some evidence suggests that secondary students, and particularly those at risk of experiencing negative relationships outside of school, may derive greater benefits from supportive relationships with teachers than do younger students (Longobardi et al, 2019; McGrath & Bergen, 2015; Roorda et al, 2017). In an effort to address some of the challenges associated with measuring teacher–student relationships in middle or high school settings, some researchers have relied on global, rather than dyadic, ratings of relationship quality (Murray & Zvoch, 2011b; Liu et al, 2018). In these studies students are asked questions that refer to “teachers” rather than one specific individual.…”

Section: Introductionmentioning

confidence: 99%

The Inventory of Teacher‐Student Relationships: Factor structure and associations with school engagement among high‐risk youth

Pham

Murray

Gau

2021

Psychology in the Schools

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Section: Introductionmentioning

confidence: 99%

The Inventory of Teacher‐Student Relationships: Factor structure and associations with school engagement among high‐risk youth

Pham

Murray

Gau

2021

Psychology in the Schools

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“…During the process of generating moral education affinity, the initiative of moral educators must be based on the psychological acceptance of the educatees. Therefore, the discussion on the psychological mechanism by which the moral education affinity is generated must start from the educatees and be realized in the interaction between the educator and the educatee (Ren 2016;Liu, Savitz-Romer, Perella, Hill, & Liang 2018;Li Qu & Qu Yang 2019).…”

Section: The Psychological Mechanism On Which the Moral Education Affinity Dependsmentioning

confidence: 99%

Research on Moral Education Affinity from the Perspective of Psychology

Zhang

Suting

2020

eip

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Moral education affinity has a very important influence on the smoothdevelopment of moral education activities and the improvement of educationaleffectiveness. From the perspective of psychology, the needs and emotions ofthe educatees are its motivational mechanism, the will of the educatees is itsmaintenance mechanism, psychological compatibility is its guarantee mechanism,and the learning psychology of the educatees is the reinforcement mechanism.The generation of moral education affinity is the process of educators’ activeinterpersonal attraction, the application of positive psychological effect, the changeof educatees’ attitude, and the psychological exchange and interaction betweeneducators and educatees. The main way to cultivate moral education affinity isto fully pay attention to the needs or changes of the educatees, make efforts tostimulate and strengthen the learning motivation, maintain the main status androle of the educatees, and enhance the appeal and affinity of the educationalprocess through the unity of knowledge and action.

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“…Several studies in the last years have studied the teacher-student relationships in whole-classroom setting (Hamre et al, 2013;Mashburn et al, 2008;Roorda et al, 2011;Spilt et al, 2011). Fewer researchers examine teacherstudent interactions or relationships toward an individual student (e.g., Roorda D. L. et al, 2013;Lippard et al, 2018;Liu et al, 2018;Koenen et al, 2019;de Ruiter et al, 2021;Koenen et al, 2022). It should be noted, however, that in preschool years little is known about the meanings that young children impute to their dyadic relationships with teachers.…”

Section: Introductionmentioning

confidence: 99%

“…The inclusion of young children's perceptions in research designs is often described as problematic, due to measurement, validity, ethical or developmental issues (Chambers and Johnston, 2002;Miller-Bains et al, 2017;Brooks and Murray, 2018). However, in the beginning of the new century researchers increasing include the examination of children's perceptions in their research designs (Koomen et al, 2012;Roorda et al, 2014;Vervoort et al, 2015;Longobardi et al, 2017;Liu et al, 2018;Verschueren et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Examining the Reciprocity in Dyadic Teacher-Child Relationships: One-With-Many Multilevel Design

et al. 2022

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Recent literature has shown the reciprocal influences of teacher-student relationships for both teachers and students in primary school. When it comes to early childhood education, very few studies have examined the level and the nature of agreement between teachers’ and students’ perceptions for their dyadic relationships. Using the one-with-many model (OWM), a dyadic analysis approach, the present study aims to examine the degree of agreement between teachers’ and students’ perceptions about their dyadic relations. The Student-Teacher Relationship Scale (STRS) and the Child Appraisal of the Relationship with the Teacher Scale (CARTS) are used to assess the quality of teacher–student dyadic relationships from teachers’ and students’ perceptions, respectively. The dyadic sample (N = 1,345 teacher-student dyads) is recruited from 168 preschool classrooms in Greece. Results of the OWM analysis showed that teachers and students evaluated their dyadic relationship quality in a different way and there is no reciprocity in their views. Implications of the study’s results are also discussed.

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Student representations of dyadic and global teacher-student relationships: Perceived caring, negativity, affinity, and differences across gender and race/ethnicity

Cited by 21 publications

References 113 publications

The Inventory of Teacher‐Student Relationships: Factor structure and associations with school engagement among high‐risk youth

The Inventory of Teacher‐Student Relationships: Factor structure and associations with school engagement among high‐risk youth

Research on Moral Education Affinity from the Perspective of Psychology

Examining the Reciprocity in Dyadic Teacher-Child Relationships: One-With-Many Multilevel Design

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