Teacher--Student Relationships and Social Perspective Taking

Gehlbach, Hunter; Brinkworth, Maureen E.; Zazove, Rebecca; Harris, Anna

doi:10.1037/e636412010-001

Cited by 2 publications

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“…These data were collected as part of a broader investigation of teacher–student relationships. Related research questions on teacher–student relationships are investigated in Gehlbach, Brinkworth et al . (2011a, 2011b).…”

Section: Methodsmentioning

confidence: 99%

“…To the extent that changes in malleable characteristics are associated with improvements in teacher–student relationships, it could be a critical step towards ultimately developing interventions to improve these relationships. For example, one promising precursor to teacher–student relationships is social perspective taking – students’ or teachers’ capacity to discern the thoughts, feelings, and motivations of the other party, as well as understanding how the other party perceives the situation (Gehlbach, Brinkworth, & Harris, 2011b). To the extent that students better understand their teachers’ perspective, they may behave in ways that enhance the relationship (at least from their teacher's point of view).…”

Section: Introductionmentioning

confidence: 99%

“…Changes in this measure were not associated with changes in the other key constructs in this study. Though this measure is omitted here for the sake of parsimony, it is described in more detail elsewhere ( Gehlbach et al., 2011b ).…”

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confidence: 99%

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Changes in teacher–student relationships

Gehlbach

Brinkworth

Harris

2011

Brit J of Edu Psychol

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125

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Structured Abstract:Background: Although teacher-student relationships lie at the heart of students' schooling experience, fundamental questions regarding these relationships remain unanswered.Aims: This study investigates three related questions about these relationships: To what extent do they change from the beginning to the end of a school year? Are any emergent changes associated with shifts in students' academic or motivational outcomes? Are certain "upstream" factors associated with improvements or declines in teacher-student relationships?Sample: We investigate these questions with a sample of middle school students (N = 119) and their teachers (N = 30).Methods: Through a novel approach which accounts for both perspectives within teacherstudent relationships, we assess these relationships at the beginning and end of the school year.Using multi-level models, we examine how changes in these relationships are associated with changes in students' grades, homework completion rates, self-efficacy, and effort. In addition, we examine associations with two potential precursors to teacher-student relationships: students' accuracy in taking their teachers' perspective and their perceptions of similarity to their teachers. Results:We find that substantial changes occur in these relationships from the beginning to the end of the year; these changes are associated with shifts in important student outcomes; and changes in students' social perspective taking accuracy and perceived similarity to their teachers correspond with changes in teacher-student relationships. Conclusions:Given the malleability of teacher-student relationships and their importance for key achievement and motivational outcomes, we advocate for researchers to conduct field experiments to inform how to improve these critical relationships.Keywords: achievement; adolescence; effort; middle school; motivation; self-efficacy; similarity; social perspective taking; social processes / development; teacher-student relationships Running head: CHANGES IN TEACHER-STUDENT RELATIONSHIPS 3Changes in teacher-student relationships For 30 years, I've been covering school reform and we've basically reorganized the bureaucratic boxes -charters, private schools, vouchers -but we've had disappointing results year after year. And the fact is, people learn from people they love. And if you're not talking about the individual relationship between a teacher and a student, you're not talking about that reality. But that reality is expunged from our policy-making process.-David Brooks during his March 2011 TED talkAs David Brooks intimates, teacher-student relationships are among the most fundamental factors in successful schooling. What is especially striking about teacher-student relationships is not just that they matter, but that they appear consequential for such an extraordinary number and variety of academic and motivational outcomes for students (Juvonen, 2006).In this article, we extend the research on teacher-student relationships by examining how they change from...

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Changes in teacher–student relationships

Gehlbach

Brinkworth

Harris

2011

Brit J of Edu Psychol

Self Cite

125

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“…Once again, students were asked to relate their perceptions of teacher behavior toward students with learning difficulties to the case description. Finally, we used an adapted version of the Gehlbach et al (2011) scale to investigate the quality of the student-teacher relationship from the children's perspective. Therefore, we used a total of six items: e.g., "My teacher cares a lot about me.…”

Section: Students' Perceptions Of Teacher Behavior Toward Students Wi...mentioning

confidence: 99%

Teachers’ role model behavior and the quality of the student–teacher relationship as prerequisites for students’ attitudes toward peers with learning difficulties

Löper,

Hellmich

2024

Front. Educ.

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IntroductionThe introduction of inclusive education in primary schools has raised many questions about the impact of teachers’ role model behavior on the social participation of students with learning difficulties. Based on the “theory of social referencing,” this study examines whether students’ attitudes toward peers with learning difficulties are predicted by perceptions of their teachers’ role model behavior and the quality of the student–teacher relationship in the classroom.MethodsA questionnaire was completed by N = 753 primary school students regarding their perceptions of the student–teacher relationship, their attitudes toward peers with learning difficulties, and their perceptions of teacher behavior toward students with learning difficulties.ResultsThe results of a structural equation model indicate that students’ attitudes toward peers with learning difficulties can be explained significantly by their perceptions of teacher behavior and their perceptions of the quality of the student–teacher relationship in the classroom. The effect of students’ perceptions of teacher behavior on their attitudes toward peers with learning difficulties is mediated by their perceptions of the student– teacher relationship. Thus, students focus more on teacher behavior when they perceive a positive student–teacher relationship.DiscussionOur findings emphasize the importance of teachers’ role model behavior in inclusive classrooms and offer opportunities to enhance the social participation of students with learning difficulties in inclusive primary school education.

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Teacher--Student Relationships and Social Perspective Taking

Cited by 2 publications

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Changes in teacher–student relationships

Changes in teacher–student relationships

Teachers’ role model behavior and the quality of the student–teacher relationship as prerequisites for students’ attitudes toward peers with learning difficulties

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