The teacher-student relationship as a developmental context for children with internalizing or externalizing behavior problems.

Abstract

Children with significant behavior problems are at risk for poor school adaptation and a host of deleterious school outcomes. Given the time children spend in school, there is a need to better understand the normative contexts and processes within schools that may enhance the positive adaptation of children with significant behavior problems. This study evaluated one such context, the teacher-student relationship, specifically, the degree of closeness and conflict in the relationship, between urban, American elementary schoolchildren with significant externalizing or internalizing behavior problems and their teachers. The results suggest that the qualities of the teacher-student relationship predict children's successful school adjustment. Having a relationship with a teacher characterized by warmth, trust, and low degrees of conflict was associated with positive school outcomes. Some moderation effects were noted, including differential effects for warmth on the reading achievement of children with externalizing distress, and conflict on the school adaptation of children with internalizing problems. Results are discussed in light of theory and school-based intervention and prevention efforts.

Longitudinal associations of student–teacher relationships and behavioural and emotional strengths on academic achievement

“…Thus, positive student-teacher relationships can mitigate negative impacts on academic outcomes for students at-risk of school failure (see also Davis, 2003;Hamre & Pianta, 2006). Positive relationships with warm and supportive adults in schools, such as teachers, are related to adaptive student achievement behaviors (Baker, Grant, & Morlock, 2008;Hamre & Pianta, 2006;Ladd & Burgess, 2001;Liew, 2012;Pakarinen et al, 2014). These student-teacher relationships can increase a student's motivation for learning, perceived academic competence, school engagement, attitudes toward school and academic achievement, and the teachers can support the students in dealing with the demands of schoolwork (Baker, 2006;Beebe-Frankenberger et al, 2005;Davis, 2003;Hamre & Pianta, 2001;Hughes, 2011;Pianta & Stuhlman, 2004;Roorda et al, 2011;Tsai & Cheney, 2012;Zee, Koomen, & Van der Veen, 2013).…”

“…Several researchers and studies have shown that strong and supportive studentteacher relationships function as a protective factor toward students' school and behavior and emotion related problems (Baker, 2006;Baker, Grant, & Morlock, 2008;Berry & O'Connor, 2010;Hamre & Pianta, 2001;Liew, 2012;Meehan, Hughes, & Cavell, 2003;Werner & Smith, 2001). From a teacher perspective, within these positive relationships, teachers may put forth additional effort toward positive behavioral support as well as teach and encourage students' self-regulatory skills (Hamre & Pianta, 2001;O'Connor, Dearing, & Collins, 2011).…”

Examining the Student-Teacher Relationship Scale in the Italian Context: A Factorial Validity Study

“…The teacher-pupil relationship is important, particularly in early childhood (Palermo, Hanish, Martin, Fabes, & Reiser, 2007) and, in general, because of its effects on the child's psychological well-being and social adaptation (Birch & Ladd, 1997;Baker, Grant, & Morlock, 2008;Koomen et al, 2012); for this reason, it is fundamental to have available an instrument that can be used to assess the relationship itself. The STRS, given its validity, can be a serviceable questionnaire for studying such a construct, both as a monitoring scale of a given relationship and as a way to help teachers achieve a better level of awareness of their educational skills.…”

Mapping the Social World of Classrooms: A Multi‐Level, Multi‐Reporter Approach to Social Processes and Behavioral Engagement

“…Although empirical studies illuminate the importance of both teacher-student relationships and peer connections on students' academic and behavioral outcomes (e.g., Baker, Grant & Morlock, 2008;Buhs et al, 2006;McCormick, O'Connor, Cappella & McClowry, 2013), most studies focus on only one type of relationship. Yet, initial evidence from samples of young children and adolescents (not elementary age students) suggests both teacher-student and peer relationships uniquely contribute to students' behavioral engagement (Ladd et al, 1999;Wentzel et al, 2010).…”