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

Abstract

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. Cluster 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 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.

Do girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries

“…Many studies have indicated that student engagement is predictive of student academic performance (Connell, Spencer, & Aber, 1994;DiPerna, Volpe, & Elliott, 2005;Skinner & Belmont, 1993;Wu, Hughes, & Kwok, 2010). These findings are consistent with Walberg's (1981) theory of educational productivity that psychological characteristics of students and their immediate environment influence student outcomes.…”

Children's perceptions of the relationship with the teacher: Associations with appraisals and internalizing problems in middle childhood

“…Children's perspectives on the quality of the teacher-child relationship are important, as the teacher-child agreement on the teacher-child relationship appears to be only low to modest (Wu, Hughes, & Kwok, 2010). This implies that the reports made by children provide additional information to that of the teachers.…”

Relationship Between Teachers’ Effective Communication and Students’ Academic Achievement at the Northern Border University

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