Teacher-student relationships during adolescence : the role of parental involvement, behavioral characteristics, gender, and income.

Abstract

This dissertation provides an examination of contributing factors to high quality teacherstudent relationships during adolescence. High quality teacher-student relationships have been linked to better academic, emotional, and social functioning for students in elementary, middle, and high school. While the importance of teacher-student relationships is well documented, less is know about contributors to the relationship, especially during adolescence. Previous research has identified that in younger populations a student's gender, income, behavioral characteristics, and parental involvement can influence the nature of the teacher-student relationship. This dissertation provides an important extension of contributing factors into the adolescent age group, where teacher-student relationships offer an additional source of adult support and positively impact bonding to school norms and emotional functioning. This dissertation uses 820 participants from the NICHD Study of Early ChildCare and Youth Development. Collection of data for use in this study occurred in 2006, which adolescents were 15 years of age. Data were collected from adolescents via questionnaires in the lab and home and from parents in the home only. Demographic data iii included gender and income. Additional data was collected from measures of teacher relationships, maternal and paternal involvement, and behavioral problems. A series of hierarchical linear regression analyses were conducted to determine the extent to which parental involvement and behavioral characteristics predict the quality of teacher-student relationships as well as to what extent behavioral characteristics and income moderate the relationship between parental involvement and teacher-student relationship quality.Results from this dissertation indicate that both gender and income are significantly related to teacher-student relationship quality, with girls experiencing more high quality relationships. Income results were mixed. Students from high-income homes experienced more quality in overall relationships with teachers while low-income students endorsed better individual teacher relationships. Furthermore, ratings of both maternal and paternal involvement were significantly related to higher ratings of teacher-student relationship quality. Taken together, research indicates that parents who are involved in a student's education influence the relationship the child has with hislher teacher, thereby improving academic success and emotional functioning. The dissertation concludes with implications for educators, schools, and counselors.

Do adolescent girls' relationships with their parents influence their perceptions of the therapeutic alliance and group climate in residential care?

“…In the present study, we also found that the quality of the relationship that adolescent girls in residential care had with their mothers influenced the quality of their relationships with the care workers on their living units. These findings are in line with past studies, which underscore that the quality of adolescents' relationships with their parents correlates with the quality of their relationships with other significant figures (i.e., care workers and teachers; Costa et al, 2020; Wyrick, 2011). In a study of adolescents in residential care, Costa et al (2020) showed that greater insecure‐avoidant attachment in youth was related to more tense relationships with the caregivers on the living unit.…”

Teacher support and the social classroom environment as predictors of student loneliness

“…The following section will thus review some of the literature on gender differences in levels of loneliness and teacher support. Regarding gender differences in levels of teacher support, some studies have shown that girls tend to report higher emotional support (Låftman and Modin 2012) and a greater degree of closeness with their teachers (Drevets 1996;Wyrick 2011), whereas boys tend to report higher levels of instrumental teacher support (Låftman and Modin 2012). Results from an earlier meta-study by Kelly (1988) moreover suggested that boys tend to have more tangible and instructional contact with teachers than girls.…”

Place of Mediation in the Monitoring of the Educational Process Conflict Factors in the Conditions of Modern Risks

“…Some authors analyse the educational process in schools and universities, and at the same time pay attention to conflict determinants (Character development in schools, 1992; Tavokin, 2012). Others consider individual elements of the educational process, for example, the relationship of students and teachers (Wyrick, 2011;Clark, 2014;Hamre, Pianta, 2006;Ignatova, 2014;Vinokurov, Potapov, 2004). A number of works are devoted specifically to conflicts in educational activities and universities (Vinogradova, Kozina, 2011; Ryapisov, Ryapisova, 2016), as well as the influence of individual factors on the educational process and its elements (Banikina, Stepanov, 2016).…”