Teachers' accuracy in evaluating students' self-image: Effect of perceived closeness.

Itskowitz, Rivka; Navon, Rachel; Strauss, Helen

doi:10.1037/0022-0663.80.3.337

Cited by 18 publications

(8 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Birch and Ladd (1998) reported that antisocial behavior, defined in terms of aggression and hyperactivity, was positively correlated with child-teacher conflict in kindergarten and first grade. Teachers' interactions with aggressive children have been found to be angry and punishing (Coie & Koeppl, 1990), and lacking in warmth and encouragement (Birch & Ladd, 1998;Itskowitz, Navon, & Strauss, 1988). It is not surprising, then, that aggressive children are less likely than nonaggressive children to have securely attached childteacher relationships .…”

Section: Aggressionmentioning

confidence: 89%

The role of aggression and social competence in children's perceptions of the child–teacher relationship

Blankemeyer

Flannery

Vazsonyi

2002

Psychology in the Schools

View full text Add to dashboard Cite

The role of children's aggression and three indices of social competence (peer-preferred behavior, teacher-preferred behavior, and school adjustment) in children's perceived relationships with their teachers was assessed. Participants were 1,432 third through fifth graders (688 males, 744 females) and their teachers. The results from hierarchical regression analyses showed statistically significant interaction effects. Poor school adjustment was associated with more negatively perceived child teacher relationships for boys than for girls. In addition, the perceived childteacher relationship among aggressive children was more favorable among those with high levels of school adjustment than among those who were poorly adjusted at school. Implications for school psychologists and teachers are discussed. © 2002 John Wiley & Sons, Inc.The child-teacher relationship is important because of the implications it has for children's school-related outcomes (Birch & Ladd, 1997;. Two important influences on the quality of the child-teacher relationship are children's aggression (Coie & Koeppl, 1990;Fry, 1983) and social competence (LaFreniere & Sroufe, 1985;Mitchell-Copeland, Denham, & DeMulder, 1997). Aggressive children and children with poor social competence are likely to have negative relationships with their teachers (Birch & Ladd, 1998;Fry, 1983;Walker, Irvin, Noell, & Singer, 1992), and are at risk for later engaging in delinquent behavior (Walker, Stiller, Severson, Feil, & Golly, 1998). The purpose of this paper is to expand on the literature by assessing the combined contribution of child aggression with each of three indices of social competence in children's perceptions of their relationships with their teachers. Review of Literature The Child-Teacher RelationshipNegative child-teacher relationships are associated with short-term and long-term negative outcomes for children. Birch and Ladd (1997) found that children with conflictual child-teacher relationships were less likely than others to display independent and self-directed behavior. They were also less inclined to like school, and more likely to avoid school. Long-term negative effects of poor child-teacher relationships were reported by Pianta and colleagues, who found that dysfunctional child-teacher relationships in kindergarten were related to low competence in the first grade (Pianta, 1994) and conflictual and overly dependent child-teacher relationships in second grade (Pianta, Steinberg, & Rollins, 1995).Positive child-teacher relationships, on the other hand, have an ameliorative effect on outcomes for children. Baker (1999) reported that third through fifth graders with supportive childteacher relationships were more satisfied with school than children who perceived less teacher support. Murray and Greenberg's (2001) study indicated that among fifth and sixth graders, one

show abstract

Section: Aggressionmentioning

confidence: 89%

The role of aggression and social competence in children's perceptions of the child–teacher relationship

Blankemeyer

Flannery

Vazsonyi

2002

Psychology in the Schools

View full text Add to dashboard Cite

show abstract

“…When pupils have made teachers' jobs difficult for a sustained period of time, the interaction of some teachers with those aggressive pupils has been found to be characterised by resentment and a tendency to anticipate aggressive intention (Coie & Koeppl, 1990), and to be lacking in warmth and encouragement (Birch & Ladd, 1998;Itskowitz, Navon, & Strauss, 1988). When aggressive children do interact with their teachers, the results are often negative (e.g., Alvarez, 2007;Bibou-Nakou, Stogiannidou, & Kiosseoglou, 1999;Poulou & Norwich, 2000).…”

Section: Pupil Aggression and The Teacher-pupil Relationshipmentioning

confidence: 96%

Classroom leadership: the effect of a school development programme

Ertesvåg

2009

Educational Psychology

View full text Add to dashboard Cite

“…They are frequently noted as a significant source of teacher stress (Boyle, Borg, Falzon, & Baglioni, 1995). Teacher interactions with these students tend to be critical and punishing in nature (Coie & Koeppl, 1990), and are often characterized by high conflict and low warmth (Itskowitz, Navon, & Strauss, 1988). Although the punishment following a student's problem behavior may be needed to reduce the likelihood of future bad behavior, the student's repeated exposure to punishment, especially in the absence of positive attention from teachers, is more likely to perpetuate a sense of alienation from teachers and school, which may in turn lead to intensified anger and defiance (Baker, 1999;Van Acker, Grant, & Henry, 1996).…”

mentioning

confidence: 98%

Teacher Characteristics as Predictors of Teacher-Student Relationships: Stress, Negative Affect, and Self-Efficacy

Yoon¹

2002

soc behav pers

300

208

View full text Add to dashboard Cite

Students' misbehavior has been consistently linked to teachers' reports of stress. The purpose of this study was to investigate whether or not teacher stress, negative affect, and self-efficacy predict the quality of student-teacher relationships. Participants included 113 elementary (K-5th) teachers in a metropolitan area in the United States. A survey method was used to measure teacher perceptions in working with difficult students and their relationships with students. Negative teacher-student relationships were predicted by teacher stress. Significant correlations were found among negative affect, teacher stress and negative relationships. Implications for teacher support and continuing education issues are discussed.With increasing empirical attention in the literature, the teacher-student relationship has been identified as a significant influence on overall school and behavioral adjustment (Baker, Terry, Bridger, & Winsor, 1997). Pianta, Steinberg and Rollins (1995) found that positive teacher-student relationships, defined as "warm, close, communicative," are linked to behavioral competence and better school adjustment. Other researchers found that conflict and dependency in teacher-student relationships are related to unfavorable outcomes such as a negative school attitude, school avoidance (Birch & Ladd, 1997) and hostile aggression (Howes, Hamilton, & Matheson, 1994). Resilience literature further indicates that when there is no emotional connection to a caregiver at home, supportive school experiences play a critical role in students' adaptations. More specifically, teachers who "provide emotional support, reward competence, and promote self-esteem" (p. 110) are considered to be one of the factors that decrease the vulnerability of high-risk students in response to stressful life events (Werner, 1990).

show abstract

Teachers' accuracy in evaluating students' self-image: Effect of perceived closeness.

Abstract: This document is copyrighted by the American Psychological Association or one of its allied publishers.This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.

Cited by 18 publications

References 8 publications

The role of aggression and social competence in children's perceptions of the child–teacher relationship

The role of aggression and social competence in children's perceptions of the child–teacher relationship

Classroom leadership: the effect of a school development programme

Teacher Characteristics as Predictors of Teacher-Student Relationships: Stress, Negative Affect, and Self-Efficacy

Contact Info

Product

Resources

About