Reciprocal Links Between Teacher-Student Relationships and Peer Victimization: A Three-Wave Longitudinal Study in Early Adolescence

2021 ◽  
Vol 50 (11) ◽  
pp. 2166-2180
Author(s):  
Isabel M. ten Bokkel ◽  
Karine Verschueren ◽  
Karlien Demol ◽  
Fleur E. van Gils ◽  
Hilde Colpin
Keyword(s):  
Longitudinal Study ◽  
Peer Victimization ◽  
Early Adolescence ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student

scholarly journals Cross-Lagged Associations Between Problem Behaviors and Teacher-Student Relationships in Early Adolescence

2017 ◽  
Vol 38 (8) ◽  
pp. 1100-1141 ◽  
Author(s):  
Eija Pakarinen ◽  
Gintautas Silinskas ◽  
Bridget K. Hamre ◽  
Riitta-Leena Metsäpelto ◽  
Marja-Kristiina Lerkkanen ◽  
...  
Keyword(s):  
Problem Behaviors ◽  
Early Adolescence ◽  
Internalizing Problems ◽  
Externalizing Problems ◽  
Parental Education ◽  
Reading Difficulties ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Performance Risk

This study investigated the cross-lagged associations between teacher-student relationships and problem behaviors in a sample of 440 Finnish students (half of them identified as being at risk of reading difficulties). The degree to which these associations were moderated by a child’s gender, academic performance, risk for reading difficulties, parental education, and having the same teacher over 2 years was examined. The teachers evaluated the students’ problem behaviors and reported closeness and conflict with a particular student. The results showed that the higher the students scored on externalizing problems in Grade 4, the more conflict teachers reported 2 years later. Moderator analyses revealed that internalizing problems predicted higher levels of closeness for boys only. Conflict predicted internalizing problems among students who had the same teacher across the 2 years. The results emphasize the importance of investigating the transactional links in different subgroups.

scholarly journals The Gender Achievement Gap: Do Teacher–Student Relationships Matter?

2021 ◽  
Vol 26 (2) ◽  
pp. 139-149
Author(s):  
Peter D. Goldie ◽  
Erin E. O'Connor
Keyword(s):  
Achievement Gap ◽  
Early Adolescence ◽  
Middle Childhood ◽  
Low Income ◽  
English Language ◽  
Math Achievement ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Early Performance

Low academic performance in middle childhood/early adolescence has long-term negative implications. The link between early performance and later outcomes is of special concern for boys, who tend to evidence lower levels of achievement than girls by early adolescence. Scholars have demonstrated that variations by gender in quality of teacher–student relationships may partly explain this achievement gap. That is, girls tend to have higher quality teacher–student relationships (i.e., higher levels of closeness and lower levels of conflict) than boys. Centering low-income early adolescents of color, the present analyses found that girls outperformed boys in both English Language Arts (ELA; p < .001) and math (p = .009). Teacher–student closeness fully and significantly mediated the association between gender and ELA (p = .05) and partially mediated the association between gender and math achievement (effects were nonsignificant). Teacher–student conflict partially mediated associations between gender and ELA and math achievement, although effects similarly did not reach significance. Results have the capacity to inform future interventions aiming to increase the utility of education and decrease school dropout among low-income boys of color.

scholarly journals Behavioral Engagement, Peer Status, and Teacher–Student Relationships in Adolescence: A Longitudinal Study on Reciprocal Influences

2016 ◽  
Vol 45 (6) ◽  
pp. 1192-1207 ◽  
Author(s):  
Maaike C. Engels ◽  
Hilde Colpin ◽  
Karla Van Leeuwen ◽  
Patricia Bijttebier ◽  
Wim Van Den Noortgate ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Peer Status ◽  
Behavioral Engagement ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Reciprocal Influences
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