| Longitudinal Effects of Teacher and Student Perceptions of Teacher-Student Relationship Qualities on Academic Adjustment. | |
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MedLine Citation:
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PMID: 21984843 Owner: NLM Status: Publisher |
Abstract/OtherAbstract:
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The shared and unique effects of teacher and student reports of teacher student relationship quality (TSRQ) in second and third grade on academic self views, behavioral engagement, and achievement the following year were investigated in a sample of 714 academically at-risk students. Teacher and student reports of teacher-student support and conflict showed low correspondence. As a block, teacher and student reports of TSRQ predicted all outcomes, above prior performance on that outcome and background variables. Student reports uniquely predicted school belonging, perceived academic competence, and math achievement. Teacher reports uniquely predicted behavioral engagement and child perceived academic competence. Teacher and student reports of the teacher-student relationship assess largely different constructs that predict different outcomes. Implications of findings for practice and research are discussed. |
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Authors:
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Jan N Hughes |
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Publication Detail:
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Type: JOURNAL ARTICLE |
Journal Detail:
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Title: The Elementary school journal Volume: 112 ISSN: 0013-5984 ISO Abbreviation: - Publication Date: 2011 Sep |
Date Detail:
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Created Date: 2011-10-10 Completed Date: - Revised Date: - |
Medline Journal Info:
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Nlm Unique ID: 101469720 Medline TA: Elem Sch J Country: - |
Other Details:
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Languages: ENG Pagination: 38-60 Citation Subset: - |
Affiliation:
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Department of Educational Psychology, Texas A&M University. |
Export Citation:
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Descriptor/Qualifier:
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| Grant Support | |
ID/Acronym/Agency:
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R01 HD039367-03//NICHD NIH HHS |
From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
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