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Li Y, Zhang L. Exploring the relationships among teacher-student dynamics, learning enjoyment, and burnout in EFL students: the role of emotional intelligence. Front Psychol 2024; 14:1329400. [PMID: 38259574 PMCID: PMC10800580 DOI: 10.3389/fpsyg.2023.1329400] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/28/2023] [Accepted: 12/18/2023] [Indexed: 01/24/2024] Open
Abstract
Introduction Within the realm of Chinese English as a Foreign Language (EFL) education, this research endeavors to explore the intricate interplay among teacher-student relationships, learning enjoyment, and burnout. It specifically aims to investigate the potential mediation role of emotional intelligence. The study delves into the experiences of 806 EFL students to comprehensively scrutinize these dynamics. Methods Employing Structural Equation Modeling (SEM), this study conducts a thorough analysis of the relationships between teacher-student dynamics, learning enjoyment, and burnout among EFL students. The primary objectives involve uncovering correlations among these factors and elucidating the potential mediating impact of emotional intelligence. Results The findings underscore robust associations between positive teacher-student relationships, heightened learning enjoyment, and reduced levels of burnout among EFL students. Noteworthy is the pivotal role of emotional intelligence, acting as a mediator, offering insights into the intricate ways in which teacher-student relationships and learning enjoyment influence burnout levels. Discussion These outcomes highlight the significance of nurturing students' emotional intelligence as a protective factor against burnout, advocating for tailored educational interventions. The research advocates for proactive measures to enhance emotional intelligence among EFL students, emphasizing its potential to mitigate burnout. Moreover, it suggests pedagogical strategies and institutional support prioritizing emotional intelligence to foster the well-being and academic success of Chinese EFL students.
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Affiliation(s)
- Ying Li
- School of Foreign Languages, Xinjiang Normal University, Ürümqi, China
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2
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Wolle GS. Teaching-Learning Process in a Juvenile Delinquents' Correction Center: Challenges in Focus. INTERNATIONAL JOURNAL OF OFFENDER THERAPY AND COMPARATIVE CRIMINOLOGY 2023:306624X231220007. [PMID: 38158624 DOI: 10.1177/0306624x231220007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/03/2024]
Abstract
A case study was employed to explore the effectiveness of the teaching-learning process in the center. Active participants in the process and the head of the juvenile correction center were purposely selected as informants. Semi-structured interviews and classroom observations were used to gather relevant data. Data analysis and data collection were conducted simultaneously. The study revealed that teachers either use corporal punishment or are laissez-faire when students show misbehavior. They often use the lecture method. Neither teachers nor students are motivated to take part in curricular and extra-curricular activities. Lack of adequate meals, absence of different facilities, mistreatment from teachers and guardians, and lack of appropriate counseling service make students develop hatred for the center. Moreover, the curriculum rarely addresses students' unique behavior and education needs. Thus, it is less likely to realize the intended objective of the center in such a situation.
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3
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Xu C, Huizinga M, De Luca G, Pollé S, Liang R, Sankalaite S, Roorda DL, Baeyens D. Cultural universality and specificity of teacher-student relationship: a qualitative study in Belgian, Chinese, and Italian primary school teachers. Front Psychol 2023; 14:1287511. [PMID: 38034285 PMCID: PMC10682107 DOI: 10.3389/fpsyg.2023.1287511] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2023] [Accepted: 10/23/2023] [Indexed: 12/02/2023] Open
Abstract
Extensive evidence highlights the significant influence of dyadic, emotional teacher-student relationship (TSR) on students' cognitive functioning, socio-emotional development, and overall well-being. However, it remains unclear whether the TSR construct and its manifestations can be generalized across cultures. This qualitative study investigated TSR among 60 primary school teachers in Belgium, China, and Italy (i.e., countries with varying positions on the collectivistic-individualistic continuum of culture). Through semi-structured interviews and metatheme analysis, the study examined the similarities and differences in TSR across these countries, revealing a nuanced and diverse picture in various cultural contexts. The findings align with the existing TSR model by including dimensions of closeness, conflict, and dependency, while also extending the model to identify additional dimensions such as authority, balance, distance, fairness, increasing student motivation, patience, and strictness. Regarding cultural perspective, teachers from these three countries exhibited similar conceptualizations of closeness, conflict, fairness, increasing student motivation, patience, and strictness, whereas the conceptualization of dependency, authority, balance, and distance may be influenced by (collectivistic versus individualistic) culture. Moreover, the manifestations of TSR varied across countries, highlighting the influence of cultural factors such as cultural norms, collectivistic versus individualistic values, and the perceived legitimacy of teacher authority. These findings shed light on the complexities of TSR across countries and emphasize the significance of culturally sensitive approaches in fostering positive TSR in education.
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Affiliation(s)
- Canmei Xu
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, Katholieke Universiteit Leuven, Leuven, Belgium
| | - Mariëtte Huizinga
- Department of Education and Family Studies, Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, Netherlands
| | - Giuseppe De Luca
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, Katholieke Universiteit Leuven, Leuven, Belgium
- Department of Psychology, Alma Mater Studiorum, University of Bologna, Bologna, Italy
| | - Sophie Pollé
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, Katholieke Universiteit Leuven, Leuven, Belgium
| | - Ruwen Liang
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, Katholieke Universiteit Leuven, Leuven, Belgium
| | - Simona Sankalaite
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, Katholieke Universiteit Leuven, Leuven, Belgium
| | - Debora L. Roorda
- Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, Netherlands
| | - Dieter Baeyens
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, Katholieke Universiteit Leuven, Leuven, Belgium
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4
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Hasty LM, Quintero M, Li T, Song S, Wang Z. The longitudinal associations among student externalizing behaviors, teacher-student relationships, and classroom engagement. J Sch Psychol 2023; 100:101242. [PMID: 37689439 DOI: 10.1016/j.jsp.2023.101242] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2022] [Revised: 03/24/2023] [Accepted: 07/30/2023] [Indexed: 09/11/2023]
Abstract
Personal characteristics and classroom environment features both play important roles in predicting students' levels of classroom engagement. The present study took a person-environment transaction perspective to investigate how factors at both the personal (i.e., student externalizing behaviors) and relational (i.e., teacher-student relationships) levels jointly predict the development of classroom engagement behaviors in a sample of 784 elementary school students. Using a longitudinal cross-lagged model spanning across Grade 3 to Grade 5, we found a negative reciprocal association between teacher-student relationships and externalizing behaviors, such that a more positive teacher-student relationship predicted fewer externalizing behaviors in the subsequent academic year, and fewer externalizing behaviors predicted a more positive teacher-student relationship 1 year later. In addition, externalizing behaviors directly negatively predicted subsequent classroom engagement, whereas teacher-student relationships indirectly predicted subsequent classroom engagement by way of externalizing behaviors. Overall, students with more externalizing behaviors experienced more conflicts with and received less support from their teachers, which predicted the development of more externalizing behaviors and lower subsequent classroom engagement.
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Affiliation(s)
- Leslie M Hasty
- Department of Psychiatry, Texas Tech University Health Sciences Center, United States of America
| | | | - Tianyu Li
- Department of Psychological Science and Counseling, Austin Peay State University, United States of America
| | - Seowon Song
- Department of Human Development and Family Sciences, Texas Tech University, United States of America
| | - Zhe Wang
- Department of Educational Psychology, Texas A&M University, United States of America.
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5
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Magro SW, Nivison MD, Englund MM, Roisman GI. The Quality of Early Caregiving and Teacher-Student Relationships in Grade School Independently Predict Adolescent Academic Achievement. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2023; 47:158-168. [PMID: 36874534 PMCID: PMC9983819 DOI: 10.1177/01650254221137511] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
Prior research has demonstrated that teacher-student relationships characterized by high levels of closeness and low levels of conflict are associated with higher levels of academic achievement among children. At the same time: (a) some research suggests that the quality of teacher-student relationships in part reflects the quality of early caregiving; and (b) the observed quality of early care by primary caregivers robustly predicts subsequent academic achievement. Given the potential for associations between the quality of teacher-student relationship quality and academic achievement to thus be confounded by the quality of early parenting experiences, the present study examined to what extent children's experiences in early life with primary caregivers (i.e., ages 3 to 42 months) and relationships with teachers during grade school (i.e., Kindergarten to Grade 6) were uniquely associated with an objective assessment of academic achievement at age 16 years in a sample born into poverty (N = 169; 45% female; 70% White/non-Hispanic; 38% of mothers did not complete high school). Early maternal sensitivity, though a strong predictor of later academic achievement, was not reliably associated with either teacher-reports or interview-based assessments of teacher-student relationship quality in grade school. Nonetheless, early maternal sensitivity and teacher-student relationship quality were each uniquely associated with later academic achievement, above and beyond key demographic variables. Taken together, the present results highlight that the quality of children's relationships with adults at home and at school independently, but not interactively, predicted later academic achievement in a high-risk sample.
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Affiliation(s)
| | | | - Michelle M Englund
- Institute of Child Development, University of Minnesota.,Center for Advanced Studies in Child Welfare, University of Minnesota
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6
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Sinvani RT, Golos A, Ben Zagmi S, Gilboa Y. The Relationship between Young Children's Graphomotor Skills and Their Environment: A Cross-Sectional Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:1338. [PMID: 36674093 PMCID: PMC9858789 DOI: 10.3390/ijerph20021338] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/11/2022] [Revised: 01/05/2023] [Accepted: 01/09/2023] [Indexed: 06/17/2023]
Abstract
The current study aimed to examine the unique contribution of personal and environmental factors to explain graphomotor skills in typically developing preschoolers and first-year elementary school students. A convenience sample of 136 Israeli children aged three−seven years was recruited. Graphomotor skills were assessed using the Gilboa Functional Test (GIFT); personal and environmental factors were assessed using a demographic questionnaire and the Home Literacy Experiences Questionnaire (HLEQ). A hierarchical multiple linear regression analysis revealed that home literacy and educational approach accounted for 43.1% of the variance of graphomotor skills (R2 = 40.4, p < 0.000), each providing a unique contribution to the explained variance after controlling for age, gender, and spoken language. Generally, our results supported the bioecological model, with proximal factors (home literacy and educational approach) having a greater influence on child graphomotor skills than distal factors (parental socioeconomic and immigration status). By highlighting the role of environmental factors in graphomotor development, these results can be used as a conceptual framework for developing early intervention programs.
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Affiliation(s)
- Rachel-Tzofia Sinvani
- School of Occupational Therapy, Faculty of Medicine, Hebrew University of Jerusalem, Jerusalem 9124001, Israel
| | - Anat Golos
- School of Occupational Therapy, Faculty of Medicine, Hebrew University of Jerusalem, Jerusalem 9124001, Israel
| | - Stav Ben Zagmi
- School of Occupational Therapy, Faculty of Medicine, Hebrew University of Jerusalem, Jerusalem 9124001, Israel
- Child Development Center, “Meuhedet” Health Maintenance Organization, Ashdod 7727408, Israel
| | - Yafit Gilboa
- School of Occupational Therapy, Faculty of Medicine, Hebrew University of Jerusalem, Jerusalem 9124001, Israel
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7
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Husby SM, Skalická V, Li Z, Belsky J, Wichstrøm L. Reciprocal Relations Between Conflicted Student-teacher Relationship and Children's Behavior Problems: Within-person Analyses from Norway and the USA. Res Child Adolesc Psychopathol 2023; 51:331-342. [PMID: 36301413 PMCID: PMC9908624 DOI: 10.1007/s10802-022-00968-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2022] [Revised: 08/16/2022] [Accepted: 08/16/2022] [Indexed: 02/09/2023]
Abstract
Current evidence suggests that conflicted student-teacher relationships may increase behavior problems in children and vice-versa, but this may be due to confounding. We therefore analyzed their relation applying a within-person approach that adjusts for all time-invariant confounding effects, involving samples from Norway (n = 964, 50.9% females) and the USA (n = 1,150, 48.3% females) followed from age 4-12 years with similar measures. Increased parent-reported behavior problems forecasted increased student-teacher conflict to a similar extent in both countries (β = 0.07, p = .010), whereas teacher-reported behavior problems predicted increased student-teacher conflict more strongly in Norway (β = 0.14, p = .001) than in the US (β = 0.08, p = .050). Increased teacher-child conflict also predicted increased parent-reported (β = 0.07, p = .010), but not teacher-reported, behavior problems in both countries. Findings underscore the reciprocal relation between behavior problems and a conflictual student-teacher relationship.
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Affiliation(s)
- Silje Merethe Husby
- Department of Psychology, Norwegian University of Science and Technology, Trondheim, Norway. .,Department of Child and Adolescent Psychiatry, St. Olav's Hospital, Trondheim, Norway.
| | - Věra Skalická
- Department of Psychology, Norwegian University of Science and Technology, Trondheim, Norway
| | - Zhi Li
- School of Psychological and Cognitive Sciences and Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing, China
| | - Jay Belsky
- Department of Psychology, Norwegian University of Science and Technology, Trondheim, Norway ,Department of Human Ecology, University of California, Davis, USA
| | - Lars Wichstrøm
- Department of Psychology, Norwegian University of Science and Technology, Trondheim, Norway ,Department of Child and Adolescent Psychiatry, St. Olav’s Hospital, Trondheim, Norway
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8
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Ma Y, Ma C, Lan X. Teacher autonomy support and externalizing problems: Variations based on growth mindset toward personality and ethnicity. Front Psychol 2022; 13:1068751. [PMID: 36591055 PMCID: PMC9797674 DOI: 10.3389/fpsyg.2022.1068751] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2022] [Accepted: 11/11/2022] [Indexed: 12/23/2022] Open
Abstract
Introduction Given the prevalence of externalizing problems during adolescence, the present study investigated the main and interactive relationships between environmental-level (teacher autonomy support) and person-level (growth mindset toward personality) factors related to externalizing problems. This study further estimated ethnic variations of these relationships among the majority Han and one ethnic minority group (Hui) in China. Methods To achieve the research objectives, the study involved 704 Han (M age = 12.57; 53.7% female) and 642 Hui adolescents (M age = 12.45; 49.4% female) who completed a suite of research questionnaires. Results The results of the hierarchical linear regression analysis, after controlling for sociodemographic characteristics and comorbid internalizing problems, showed that teacher autonomy support was directly and negatively related to externalizing problems. This negative relationship was also moderated by growth mindset toward personality and ethnicity. More specifically, a high growth mindset buffered the undesirable effect of low teacher autonomy support on externalizing problems for Hui adolescents but not Han adolescents. Discussion The finding from the current research suggests that teacher autonomy support plays a universally beneficial role in youth mental health across two selected ethnic groups. At the same time, identifying the protective role of growth mindset has important practical implications for the design of personalized school-based activities that aim to facilitate adaptive youth behaviors.
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Affiliation(s)
- Yongfeng Ma
- College of Educational Science and Technology, Northwest Minzu University, Lanzhou, China
| | - Chunhua Ma
- College of Educational Science and Technology, Northwest Minzu University, Lanzhou, China
| | - Xiaoyu Lan
- Promenta Research Center, Department of Psychology, University of Oslo, Oslo, Norway,*Correspondence: Xiaoyu Lan,
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9
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Patterns of problematic teacher–child relationships in upper elementary school. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2022. [DOI: 10.1016/j.appdev.2022.101478] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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10
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Mondi CF, Rihal TK, Magro SW, Kerber S, Carlson EA. Childcare providers' views of challenging child behaviors, suspension, and expulsion: A qualitative analysis. Infant Ment Health J 2022; 43:695-713. [PMID: 35913365 PMCID: PMC9463106 DOI: 10.1002/imhj.22005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/20/2021] [Accepted: 04/18/2022] [Indexed: 11/07/2022]
Abstract
Previous research has underscored a need to understand the experiences and decision-making processes that contribute to suspension and expulsion in early care and education settings, particularly among young children of color. The present study conducted qualitative interviews with 20 center- and family-based childcare providers from the Minnesota Early Care and Education (MECE) study. Participants were asked about challenging child behaviors that they have encountered, their perceptions of these behaviors and how they manage them, and their thought processes around suspension and expulsion. Overall, the most frequently reported categories of challenging behaviors were physical aggression and noncompliance/defiance/arguing. The most commonly reported perceived causes of challenging behaviors were typical child development and parenting problems. The primary reported strategy for addressing challenging behaviors was connecting with the child, with relatively few providers reporting using other evidence-based strategies. Finally, the most commonly reported reasons for considering suspension or expulsion were the providers feeling they had exhausted options and could not meet the child's needs, and the child's behavior being perceived as dangerous to self or others. Implications for future research and practice (including increased support services for childcare providers) are discussed.
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Affiliation(s)
- Christina F Mondi
- Brazelton Touchpoints Center, Division of Developmental Medicine, Boston Children's Hospital, Boston, Massachusetts, USA
- Harvard Medical School, Boston, Massachusetts, USA
| | - Tripat K Rihal
- Institute of Child Development, University of Minnesota, Minneapolis, Minnesota, USA
| | - Sophia W Magro
- Institute of Child Development, University of Minnesota, Minneapolis, Minnesota, USA
| | - Sydney Kerber
- Institute of Child Development, University of Minnesota, Minneapolis, Minnesota, USA
| | - Elizabeth A Carlson
- Institute of Child Development, University of Minnesota, Minneapolis, Minnesota, USA
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The Mediational Effect of Achievement Goals in the Association Between Teacher–Student Relationships and Behavioral/Emotional Risk. SCHOOL MENTAL HEALTH 2022. [DOI: 10.1007/s12310-022-09527-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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12
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ten Bokkel IM, Roorda DL, Maes M, Verschueren K, Colpin H. The Role of Affective Teacher–Student Relationships in Bullying and Peer Victimization: A Multilevel Meta-Analysis. SCHOOL PSYCHOLOGY REVIEW 2022. [DOI: 10.1080/2372966x.2022.2029218] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
| | | | - Marlies Maes
- KU Leuven
- Utrecht University
- Research Foundation Flanders (FWO)
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13
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Harvey E, Lemelin JP, Déry M. Student-teacher relationship quality moderates longitudinal associations between child temperament and behavior problems. J Sch Psychol 2022; 91:178-194. [DOI: 10.1016/j.jsp.2022.01.007] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/26/2020] [Revised: 11/12/2021] [Accepted: 01/17/2022] [Indexed: 10/19/2022]
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14
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Losh A, Bolourian Y, Rodriguez G, Eisenhower A, Blacher J. Early student-teacher relationships and autism: Student perspectives and teacher concordance. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2022. [DOI: 10.1016/j.appdev.2022.101394] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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15
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Krause A, Smith JD. Peer Aggression and Conflictual Teacher-Student Relationships: A Meta-Analysis. SCHOOL MENTAL HEALTH 2022. [DOI: 10.1007/s12310-021-09483-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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16
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Reciprocal associations between teacher-student relations and students' externalizing behavior in elementary education? A within-dyad analysis. J Sch Psychol 2022; 90:1-18. [PMID: 34969482 DOI: 10.1016/j.jsp.2021.10.004] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2020] [Revised: 07/29/2021] [Accepted: 10/27/2021] [Indexed: 11/23/2022]
Abstract
The goal of this study was to investigate the transactional link between the affective quality of teacher-student relations and students' externalizing behavior in upper elementary education. We studied teacher support and conflict separately and examined whether associations differed for boys and girls. Data were collected from 1452 Dutch fifth graders (Mage = 10.60 years) at three time points within one school year, including peer nominations of teacher-student relationships and external observations of teacher-student interactions. We used random-intercept cross-lagged panel models to examine the associations within the school year. Student behavior and teacher conflict and support were clearly interrelated within measurement moments. That is, within each time point, deviations from students' typical level of externalizing behavior were associated with deviations in teacher conflict and support in teacher-student relations. In contrast to earlier work, we found no transactional link between students' externalizing behavior and their relationships and interactions with their teacher over time, neither for teacher conflict nor for support. However, for boys, an association was found between externalizing behavior and later increased teacher conflict. We concluded that it remains important to invest in supportive teacher-student relations to prevent increasing conflict and that transactionality may occur within shorter time intervals.
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Reciprocal Links Between Teacher-Student Relationships and Peer Victimization: A Three-Wave Longitudinal Study in Early Adolescence. J Youth Adolesc 2021; 50:2166-2180. [PMID: 34480671 DOI: 10.1007/s10964-021-01490-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/03/2021] [Accepted: 08/21/2021] [Indexed: 10/20/2022]
Abstract
Although teachers play a central role in tackling peer victimization at school, no study so far has investigated transactional associations between positive and negative teacher-student relationship dimensions and peer victimization in early adolescence. Investigating both dimensions simultaneously in upper elementary school allows to examine differential effects on peer victimization (and vice versa) and could aid tailored prevention and intervention efforts. At three time points within one school year, self-reported teacher-student closeness and conflict and self- and peer-reported peer victimization were assessed in a sample of 930 fourth to sixth grade students (Mage = 10.55 years, 53.1% girls). Cross-lagged models revealed negative within-time associations between closeness and self-reported peer victimization, and positive within-time associations between conflict and self-reported peer victimization at most time points. Whereas closeness and conflict negatively predicted each other across the school year, no bidirectional longitudinal effects were found between teacher-student relationships and peer victimization. The current findings highlight the need for early prevention and intervention efforts to tackle peer victimization, build positive teacher-student relationships, and especially reduce negative teacher-student relationships.
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Lüdeke S, Linderkamp F. Zusammenhänge zwischen dissozialen Verhaltensweisen und Stresserleben bei Jugendlichen. ZEITSCHRIFT FUR PADAGOGISCHE PSYCHOLOGIE 2021. [DOI: 10.1024/1010-0652/a000273] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
Zusammenfassung. Dissoziale Verhaltensweisen wie Wutanfälle, Lügen und Stehlen bis hin zu gewaltsamen Übergriffen gegenüber Peers, Lehrpersonen und Eltern stellen hohe Belastungen für die soziale Umwelt der Jugendlichen dar. Obwohl kognitiv-emotionale Stressverarbeitungsprozesse eine zentrale Bedeutung für die Erklärung von Verhaltensproblemen haben, analysiert bislang keine Studie systematisch das Stresserleben bei Jugendlichen mit dissozialem Verhalten in unterschiedlichen Lebensbereichen. Diese Studie geht der Fragestellung nach, inwiefern Jugendliche mit dissozialem Verhalten in verschiedenen Lebensbereichen (u. a. Eltern, Schule, Zukunftsplanung, Freizeit, Peerbeziehungen) Stress empfinden. Die Stichprobe umfasst N = 91 Jugendliche (Altersrange 12 – 16, 39 Mädchen), von denen N = 44 dissoziale Verhaltensweisen aufweisen. Verhaltensprobleme und Stresserleben wurden mittels standardisierter Instrumente erfasst. In hierarchischen Regressionsanalysen erklären dissoziale Verhaltensweisen bedeutsame Varianz des Stresserlebens. In Bezug auf die Zukunft (z. B. Angst vor Arbeitslosigkeit) sowie schulische Stressoren (z. B. Leistungsversagen) ist das Stresserleben dissozialer Jugendlicher erhöht, im Freizeitbereich sowie im Umgang mit Peers bestehen keine bedeutsamen Unterschiede zur Kontrollgruppe. Die Ergebnisse implizieren spezifische kognitiv-emotionale Stressverarbeitungsprozesse bei dissozialen Jugendlichen, deren mögliche Bedeutung für Verhaltensänderungen in schulischen und anderen pädagogischen Kontexten diskutiert wird.
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Affiliation(s)
- Sören Lüdeke
- School of Education, Institut für Bildungsforschung, Bergische Universität Wuppertal
| | - Friedrich Linderkamp
- School of Education, Institut für Bildungsforschung, Bergische Universität Wuppertal
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Hernández MM, Eisenberg N, Valiente C, Spinrad TL, Johns SK, Berger RH, Diaz A, Silva KM, Thompson MS, Gal-Szabo DE, Southworth J. Effortful Control and Extensive Observations of Negative Emotion as Joint Predictors of Teacher-Student Conflict in Childhood. EARLY EDUCATION AND DEVELOPMENT 2021; 33:1-16. [PMID: 35082478 PMCID: PMC8785871 DOI: 10.1080/10409289.2020.1857169] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
Studies with extensive observations of real-life emotions at school are rare but might be especially useful for predicting school-related outcomes. This study evaluated observations of negative emotion expressivity in lunch and recreation settings across kindergarten, first grade, and second grade (N = 301), kindergarten teachers' reports of children's effortful control, and kindergarten and second grade teachers' reports of their perceived conflict with children. In latent growth curve analyses, we tested whether individual trajectories of negative expressivity from kindergarten to second grade, based on estimated slopes, predicted teacher-student conflict in second grade, and whether effortful control in kindergarten moderated this association. RESEARCH FINDINGS Negative expressivity levels in kindergarten significantly predicted higher levels of teacher-student conflict in second grade, controlling prior teacher-student conflict. Furthermore, greater increases in negative expressivity from kindergarten to second grade were associated with higher teacher-student conflict in second grade especially for children who had difficulties with effortful control in kindergarten. PRACTICE OR POLICY Results from this study have the potential to inform programs focused on reducing teacher-student conflict. The findings highlight the possibility of targeting both effortful control and negative emotion in the early elementary school transition as a means to improve teacher-student relationships.
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Affiliation(s)
| | | | - Carlos Valiente
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | - Tracy L. Spinrad
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | | | | | - Anjolii Diaz
- Department of Psychological Sciences, Ball State University
| | - Kassondra M. Silva
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | - Marilyn S. Thompson
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | - Diana E. Gal-Szabo
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | - Jody Southworth
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
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20
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Chen M, Zee M, Roorda DL. Students' shyness and affective teacher-student relationships in upper elementary schools: A cross-cultural comparison. LEARNING AND INDIVIDUAL DIFFERENCES 2021. [DOI: 10.1016/j.lindif.2021.101979] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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21
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Roorda DL, Koomen HM. Student-Teacher Relationships and Students' Externalizing and Internalizing Behaviors: A Cross-Lagged Study in Secondary Education. Child Dev 2021; 92:174-188. [PMID: 32700777 PMCID: PMC7891614 DOI: 10.1111/cdev.13394] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
The present study examined reciprocal influences between student-teacher relationship quality and students' externalizing and internalizing behaviors in secondary education. Our sample included 1,219 secondary school students (49.1% boys; Mage = 13.53, SD = 1.77) from seventh, eighth, tenth, and eleventh grade. Students reported about their externalizing and internalizing behaviors and the quality of the relationships (closeness, conflict) with their Dutch and math teachers at three occasions within one school year. Cross-lagged path models showed positive reciprocal associations between conflict with the math teacher and externalizing behavior over time. For the Dutch teacher, externalizing behavior positively predicted conflict over time, but not the other way around. Externalizing behavior also negatively predicted closeness with both teachers over time.
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22
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Hoogendijk C, Tick N, Holland J, Hofman W, Severiens S, Vuijk P, van Veen A. Effects of Key2Teach on students’ externalising and social-emotional problem behaviours, mediated by the teacher-student relationship. EMOTIONAL AND BEHAVIOURAL DIFFICULTIES 2020. [DOI: 10.1080/13632752.2020.1858259] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Affiliation(s)
- C. Hoogendijk
- Department of Pedagogical and Educational Sciences, Erasmus University , Rotterdam, The Netherlands
- Yulius Academy, Yulius Mental Health Organization , Dordrecht, The Netherlands
| | - N.T. Tick
- Faculty of Social and Behavioral Science, Utrecht University , Utrecht, The Netherlands
| | - J.G. Holland
- Social Work, Windesheim University of Applied Sciences , Zwolle, The Netherlands
| | - W.H.A. Hofman
- Faculty of Behavioral and Social Sciences, University of Groningen , Groningen, The Netherlands
| | - S.E. Severiens
- Department of Pedagogical and Educational Sciences, Erasmus University , Rotterdam, The Netherlands
| | - P. Vuijk
- Research Centre for Health Care Innovations, Rotterdam University of Applied Sciences , Rotterdam, The Netherlands
| | - A.F.D. van Veen
- Social Work, Windesheim University of Applied Sciences , Zwolle, The Netherlands
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23
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Zhou D, Liu J, Liu J. On the different effects of teacher–student rapport on urban and rural students' math learning in China: An empirical study. PSYCHOLOGY IN THE SCHOOLS 2020. [DOI: 10.1002/pits.22446] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Da Zhou
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University Beijing China
| | - Jinqing Liu
- Department of Curriculum and Instruction Indiana University Bloomington Indiana USA
| | - Jian Liu
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University Beijing China
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24
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Kunemund RL, Nemer McCullough S, Williams CD, Miller CC, Sutherland KS, Conroy MA, Granger K. The mediating role of teacher self‐efficacy in the relation between teacher–child race mismatch and conflict. PSYCHOLOGY IN THE SCHOOLS 2020. [DOI: 10.1002/pits.22419] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Rachel L. Kunemund
- Department of Curriculum, Instruction, and Special Education University of Virginia Charlottesville Virginia USA
| | - Shannon Nemer McCullough
- National Center for School Mental Health University of Maryland School of Medicine Baltimore Maryland USA
| | - Chelsea D. Williams
- Department of Psychology, Counseling, and Special Education Virginia Commonwealth University Richmond Virginia USA
| | | | - Kevin S. Sutherland
- Department of Psychology, Counseling, and Special Education Virginia Commonwealth University Richmond Virginia USA
| | - Maureen A. Conroy
- Anita Zucker Center for Excellence in Early Childhood Studies University of Florida Gainesville Florida USA
| | - Kristen Granger
- Department of Psychology, Counseling, and Special Education Virginia Commonwealth University Richmond Virginia USA
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25
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Roorda DL, Zee M, Koomen HMY. Don’t forget student-teacher dependency! A Meta-analysis on associations with students’ school adjustment and the moderating role of student and teacher characteristics. Attach Hum Dev 2020; 23:490-503. [DOI: 10.1080/14616734.2020.1751987] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Affiliation(s)
- Debora L. Roorda
- Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands
| | - Marjolein Zee
- Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands
| | - Helma M. Y. Koomen
- Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands
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26
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Verschueren K, Koomen H. Dependency in teacher-child relationships: deepening our understanding of the construct. Attach Hum Dev 2020; 23:481-489. [PMID: 32319347 DOI: 10.1080/14616734.2020.1751986] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
Within an attachment perspective on teacher-child relationships three affective relationship dimensions have been identified: closeness, conflict, and dependency. Whereas a lot of research is available on relational closeness and conflict, far less is known about the construct of dependency. In this paper, we aim to further the conceptualization of child-teacher dependency in several ways. First, we define dependency as a relational construct, not a stable child characteristic. Second, we review relevant research on child-parent attachment to guide hypotheses regarding antecedents and developmental consequences of dependency in child-teacher relationships. Third, we provide an overview of attachment-based research on child-teacher dependency, highlighting unanswered questions, such as how its meaning and correlates may vary depending on cultural orientation and child developmental stage. The studies in this special issue address these questions, thereby deepening our understanding of this neglected relationship dimension.
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Affiliation(s)
- Karine Verschueren
- School Psychology and Development in Context, KU Leuven, Leuven, Belgium
| | - Helma Koomen
- Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, Netherlands
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27
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Gregoriadis A, Grammatikopoulos V, Tsigilis N, Verschueren K. Teachers' and children's perceptions about their relationships: examining the construct of dependency in the Greek sociocultural context. Attach Hum Dev 2020; 23:556-571. [PMID: 32308136 DOI: 10.1080/14616734.2020.1751990] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
This study examines teachers' and children's perceptions of dependency, and their linkages with other relationship dimensions, in a cultural context with a more collectivistic orientation. Additionally, it examines the factorial validity and reliability of the Greek version of the Child Appraisal of Relationship with Teacher Scale (CARTS) and teacher-child perceptions' convergence of relationship quality. Participants were 348 kindergarten students and 35 teachers from Greek kindergarten classrooms. The measures used were the Student-Teacher Relationship Scale (STRS) and CARTS. Results verified the factorial validity and internal consistency of the Greek CARTS. Results replicated previous findings suggesting a positive association between Closeness and Dependency in both teachers' and children's perceptions. The finding about the positive association between closeness and dependency in a cultural context with a more collectivistic orientation, challenges the cultural universality of the construct of dependency and highlights the need for a more in-depth examination of the construct of dependency.
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Affiliation(s)
- A Gregoriadis
- Department of Early Childhood Education, Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - V Grammatikopoulos
- Department of Early Childhood Education and Care, International Hellenic University, Thessaloniki, Greece
| | - N Tsigilis
- Department of Journalism and Mass Communications, Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - K Verschueren
- Research Unit School Psychology and Development in Context, KU Leuven, Leuven, Belgium
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28
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Bosman RJ, Zee M, Koomen HMY. Do Teachers Have Different Mental Representations of Relationships With Children in Cases of Hyperactivity Versus Conduct Problems? SCHOOL PSYCHOLOGY REVIEW 2020. [DOI: 10.17105/spr-2018-0086.v48-4] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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29
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He GH, Strodl E, Liu L, Ruan ZL, Yin XN, Wen GM, Sun DL, Xian DX, Jiang H, Jing J, Jin Y, Wu CA, Chen WQ. Teacher's Type D Personality and Chinese Children's Hyperactive Behaviors: Moderation Effect of Parental Type D Personality and Mediation Effect of Teacher-Student Relationship. Front Psychol 2019; 10:2517. [PMID: 31781007 PMCID: PMC6856868 DOI: 10.3389/fpsyg.2019.02517] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/21/2019] [Accepted: 10/24/2019] [Indexed: 02/02/2023] Open
Abstract
This study aimed to explore the association between teacher’s type D personality (TDP) and children’s hyperactive behaviors, along with the moderation effect of parental TDP and the mediation effect of the teacher–student relationship. In this prospective study, a total of 25,852 children were surveyed from 2014 to 2016 in Longhua District of Shenzhen, China, and followed up 1 year later. At baseline, parents provided data on parental TDP and children’s hyperactive behaviors, while teachers reported on their TDP. At follow-up, parents provided data on children’s hyperactive behaviors again, and teachers described their relationship with each student. Two-level multilevel logistic models were conducted to assess the influence of a teacher’s TDP, parental TDP, and their interaction on children’s hyperactive behaviors. Mediation analysis was used to examine the mediating role of the teacher–student relationship. Results indicated that teachers’ TDP was not a significant predictor of children’s hyperactive behaviors after 1 year in kindergarten. Conversely, maternal and paternal TDP were prospectively and positively associated with children’s subsequent hyperactive behaviors. However, the children with a TDP teacher, a TDP mother, and/or a TDP father had higher risk of hyperactive behaviors than those with either a TDP teacher or a TDP mother or a TDP father. In addition, the teacher–student relationship was not a significant mediator between teacher’s TDP and children’s hyperactive behaviors. Further, researchers may consider the effect of the combination of teacher’s TDP, maternal TDP, and paternal TDP on hyperactive behaviors in children in further studies.
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Affiliation(s)
- Guan-Hao He
- Department of Biostatistics and Epidemiology, School of Public Health, Sun Yat-sen University, Guangzhou, China
| | - Esben Strodl
- School of Psychology and Counselling, Queensland University of Technology, Brisbane, QLD, Australia
| | - Li Liu
- Department of Biostatistics and Epidemiology, School of Public Health, Sun Yat-sen University, Guangzhou, China
| | - Zeng-Liang Ruan
- Department of Biostatistics and Epidemiology, School of Public Health, Sun Yat-sen University, Guangzhou, China
| | - Xiao-Na Yin
- Women's and Children's Hospital of Longhua District, Shenzhen, China
| | - Guo-Ming Wen
- Women's and Children's Hospital of Longhua District, Shenzhen, China
| | - Deng-Li Sun
- Women's and Children's Hospital of Longhua District, Shenzhen, China
| | - Dan-Xia Xian
- Women's and Children's Hospital of Longhua District, Shenzhen, China
| | - Hui Jiang
- Department of Biostatistics and Epidemiology, School of Public Health, Sun Yat-sen University, Guangzhou, China
| | - Jin Jing
- Department of Women and Child Health, School of Public Health, Sun Yat-sen University, Guangzhou, China
| | - Yu Jin
- Department of Women and Child Health, School of Public Health, Sun Yat-sen University, Guangzhou, China
| | - Chuan-An Wu
- Women's and Children's Hospital of Longhua District, Shenzhen, China
| | - Wei-Qing Chen
- Department of Biostatistics and Epidemiology, School of Public Health, Sun Yat-sen University, Guangzhou, China.,Department of Information Management, Xinhua College of Sun Yat-sen University, Guangzhou, China
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30
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Aldhafri S, Alhadabi A. The Psychometric Properties of the Student-Teacher Relationship Measure for Omani Grade 7-11 Students. Front Psychol 2019; 10:2283. [PMID: 31681089 PMCID: PMC6798172 DOI: 10.3389/fpsyg.2019.02283] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/13/2019] [Accepted: 09/23/2019] [Indexed: 11/18/2022] Open
Abstract
Development and validation of a 25-item Student–Teacher Relationship Measure is described. It is a self-report measure estimating students’ perceptions of their relationship with teachers. The study was applied among adolescents in grades 7–11 in Oman. The measure was administered in Arabic. In Study 1, findings from exploratory factor analysis for 1,035 students indicated the presence of a 2-factor model (academic relation and social relation). In study 2, the confirmatory factor analysis results of 1,099 students supported study 1 results. High internal consistency was acquired. STRM was regarded as a reliable and potentially valid measure of the quality of student–teacher relationships.
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Affiliation(s)
- Said Aldhafri
- Department of Psychology, College of Education, Sultan Qaboos University, Muscat, Oman.,Social Observatory Research Program, The Research Council, Muscat, Oman
| | - Amal Alhadabi
- School of Foundations, Leadership and Administration, College of Education, Health and Human Services, Kent State University, Kent, OH, United States.,Center for Teaching and Learning, Kent State University, Kent, OH, United States
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31
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Bayram Özdemir S, Özdemir M. How do Adolescents' Perceptions of Relationships with Teachers Change during Upper-Secondary School Years? J Youth Adolesc 2019; 49:10.1007/s10964-019-01155-3. [PMID: 31677083 PMCID: PMC7105438 DOI: 10.1007/s10964-019-01155-3] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2019] [Accepted: 10/17/2019] [Indexed: 10/31/2022]
Abstract
The student-teacher relationship has mostly been assumed to be static. This approach is limited in providing information on how relationships with teachers evolve over time, and how possible changes affect young people's adjustment. To address this gap in knowledge, the present study examined whether adolescents follow different trajectories in their perceptions of relationship with teachers and whether students on different trajectories differ from each other in their adjustment. The sample included 829 students residing in Sweden (Mage = 13.43, SD = 0.55, 51% girls). Three distinct teacher-relationship trajectories were identified. More than half (66%) of the adolescents (average-stable trajectory) reported an average level of positive relationships with teachers at grade 7, and did not change significantly over the three years. About 24% of the adolescents (high-increasing trajectory) reported a high level of fair and supportive teacher-relationships at T1, and continued to increase in their positive views from grade 7 to grade 9. Ten percent of the adolescents (average-declining trajectory) reported an average level of positive relationships with teachers at grade 7, but showed a decline in their positive views towards teachers over time. Relative to adolescents on an average-stable trajectory, adolescents on a high-increasing trajectory reported greater school satisfaction, higher achievement values, and lower failure anticipation. By contrast, adolescents in the average-declining group reported worsening school adjustment. No significant moderating effects of immigrant status and gender were found. These findings highlight the importance of the association between the continuous experience of supportive and fair teacher treatment and youth adjustment.
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Affiliation(s)
- Sevgi Bayram Özdemir
- School of Law, Psychology and Social Work, Örebro University, 701 82, Örebro, Sweden.
| | - Metin Özdemir
- School of Law, Psychology and Social Work, Örebro University, 701 82, Örebro, Sweden
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32
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Magro SW, Fraley RC, Roisman GI. Early Maternal Sensitivity and Teacher-Student Relationship Quality Across Grade School: Enduring or Transient Associations? Child Dev 2019; 91:e883-e901. [PMID: 31631330 DOI: 10.1111/cdev.13322] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Abstract
Although teacher-student relationships are assumed to in part reflect early caregiving quality, their social provisions also undergo notable normative change over the course of primary school, shifting from a secure base for social exploration to an instrumental relationship centered on achieving academic goals. This report leveraged prospective, longitudinal data from the Study of Early Child Care and Youth Development (N = 1,306, 52% male, 77% White/non-Hispanic) to investigate whether the association between early caregiving and subsequent teacher-student relationship quality remains stable or diminishes in magnitude over time. Associations between early maternal sensitivity and teacher-student closeness faded from Kindergarten to Grade 6. In contrast, associations between early caregiving and teacher-student conflict endured and were partially accounted for by child externalizing problems.
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33
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Chen M, Zee M, Koomen HMY, Roorda DL. Understanding cross-cultural differences in affective teacher-student relationships: A comparison between Dutch and Chinese primary school teachers and students. J Sch Psychol 2019; 76:89-106. [PMID: 31759472 DOI: 10.1016/j.jsp.2019.07.011] [Citation(s) in RCA: 20] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/29/2018] [Revised: 06/12/2019] [Accepted: 07/23/2019] [Indexed: 11/29/2022]
Abstract
The affective quality of teacher-student relationships (TSRs) has mostly been studied in Western contexts and little is known how findings generalize to Eastern contexts. Therefore, the present study examined measurement invariance, mean differences, and agreement in teachers' and students' perceptions of relationship quality between the Netherlands and China. The sample consisted of 789 primary school students (51% girls) and 35 teachers (80% female) from the Netherlands, and 587 primary school students (53% girls) and 14 teachers (93% female) from Zhejiang, China. Both teachers and students reported about the quality of their mutual relationships. Structural equation modeling showed that teachers' perceptions of closeness, conflict and dependency, as well as students' perceptions of closeness and conflict in the relationship, reached partially strong invariance. Chinese students perceived more closeness and less conflict with teachers than Dutch students. Chinese teachers also reported less conflict but comparable levels of closeness and dependency as Dutch teachers. Chinese teacher-student dyads had higher agreement on closeness but lower agreement on conflict than Dutch teacher-student dyads. Implications and suggestions for future research are discussed.
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Affiliation(s)
- Mengdi Chen
- Research Institute of Child Development and Education, University of Amsterdam, P.O. Box 15776, NL-1001 NG Amsterdam, the Netherlands.
| | - Marjolein Zee
- Research Institute of Child Development and Education, University of Amsterdam, P.O. Box 15776, NL-1001 NG Amsterdam, the Netherlands.
| | - Helma M Y Koomen
- Research Institute of Child Development and Education, University of Amsterdam, P.O. Box 15776, NL-1001 NG Amsterdam, the Netherlands.
| | - Debora L Roorda
- Research Institute of Child Development and Education, University of Amsterdam, P.O. Box 15776, NL-1001 NG Amsterdam, the Netherlands.
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34
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Teachers' caring behavior and problem behaviors in adolescents: The mediating roles of cognitive reappraisal and expressive suppression. PERSONALITY AND INDIVIDUAL DIFFERENCES 2019. [DOI: 10.1016/j.paid.2018.10.005] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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35
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Van Dam L, Smit D, Wildschut B, Branje S, Rhodes J, Assink M, Stams G. Does Natural Mentoring Matter? A Multilevel Meta-analysis on the Association Between Natural Mentoring and Youth Outcomes. AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY 2018; 62:203-220. [PMID: 29691865 PMCID: PMC6174947 DOI: 10.1002/ajcp.12248] [Citation(s) in RCA: 61] [Impact Index Per Article: 10.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/08/2023]
Abstract
In this meta-analytic review, we examined the relation between natural mentoring and youth outcomes in four domains: academic and vocational functioning, social-emotional development, physical health, and psychosocial problems. Natural mentoring relationships are thought to foster positive youth development and buffer against the risks associated with the tumultuous years of adolescence. Two separate meta-analyses were conducted on the presence of a natural mentor and the quality of the natural mentoring relationship, including thirty studies from 1992 to present. The findings indicated that the presence of a natural mentor was significantly associated with positive youth outcomes (r = .106). A larger effect size was found for the quality of the natural mentoring relationship in terms of relatedness, social support, and autonomy support (r = .208). The largest effect sizes were found for social-emotional development and academic and vocational functioning. Risk-status (e.g., teenage mothers, homeless youth, youth in foster care, and youth of alcoholic parents) did not moderate the relation between presence and quality of natural mentoring relationships and youth outcomes, which may indicate that natural mentors are generally beneficial for all youth regardless of risk-status. Implications for theory and practice concerning the quality of the natural mentoring relationship are discussed.
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Affiliation(s)
- L. Van Dam
- Spirit Youth Care AmsterdamUniversity of AmsterdamAmsterdamThe Netherlands
| | - D. Smit
- Department of Child Development and EducationUniversity of AmsterdamAmsterdamThe Netherlands
| | - B. Wildschut
- Department of Child Development and EducationUniversity of AmsterdamAmsterdamThe Netherlands
| | | | - J.E. Rhodes
- University of Massachusetts BostonBostonMAUSA
| | - M. Assink
- Department of Child Development and EducationUniversity of AmsterdamAmsterdamThe Netherlands
| | - G.J.J.M. Stams
- Department of Child Development and EducationUniversity of AmsterdamAmsterdamThe Netherlands
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36
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Roorda DL, Jak S, Zee M, Oort FJ, Koomen HMY. Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement. SCHOOL PSYCHOLOGY REVIEW 2017. [DOI: 10.17105/spr-2017-0035.v46-3] [Citation(s) in RCA: 165] [Impact Index Per Article: 23.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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