Do demographic factors, school functioning, and quality of student–teacher relationships as rated by teachers predict internalising and externalising problems among Norwegian schoolchildren?

2011 ◽  
Vol 24 (4) ◽  
pp. 243-254 ◽  
Author(s):  
May Britt Drugli ◽  
Christian Klökner ◽  
Bo Larsson
Keyword(s):  
Student Teacher ◽  
Demographic Factors ◽  
School Functioning ◽  
Teacher Relationships ◽  
Externalising Problems ◽  
Student Teacher Relationships

scholarly journals Development and Validation of a Measure to Assess Early Adolescents’ Perceptions of Caring Student-Teacher Relationships

2021 ◽  
Vol 6 ◽  
Author(s):  
Jenna Whitehead ◽  
Kimberly A. Schonert-Reichl ◽  
Eva Oberle ◽  
Lara Boyd
Keyword(s):  
Academic Success ◽  
Student Teacher ◽  
Early Adolescents ◽  
Well Being ◽  
Self Report ◽  
School Functioning ◽  
Teacher Relationships ◽  
Two Factors ◽  
Development And Validation ◽  
Student Teacher Relationships

There is accruing evidence documenting the importance of caring student-teacher relationships in fostering students’ social and emotional competence (SEC), well-being, and school success, particularly during early adolescence. However, few studies have investigated dimensions of caring student-teacher relationships from the perspective of early adolescents. This study describes the development and validation of the Caring Student-Teacher Relationship (CSTR) scale. Participants included 222 sixth and seventh grade middle school students who completed the CSTR and self-report measures of classroom supportiveness, prosociality, well-being, and school functioning. Students also assessed their teachers’ SEC. Classroom teachers (n = 14) completed self-report measures of mindfulness in teaching and burnout, reported on closeness and conflict in their relationships with students, and rated students’ SECs and academic success. Results from an Exploratory Factory Analysis (EFA) indicated high internal consistency of the CSTR and a two-factor solution: Teacher Support and Attunement and Caring Teacher Qualities. Further analyses revealed that the two factors of the CSTR were related in expected directions to measures of teacher support (e.g., academic and personal) and SEC, and to students’ reports of classroom supportiveness, prosociality, well-being, and school functioning. Positive associations of the two CSTR factors to teacher reports of students’ SEC and academic success were also found. The two factors of the CSTR were positively associated with teachers’ reports of mindfulness in teaching and negatively associated with teachers’ burnout. These findings have implications for understanding the role that students’ perceptions of student-teacher relationships may play in promoting their positive adaptation and success in school.

scholarly journals RE-CREATING SOCIAL FUTURES: THE ROLE OF THE MORAL IMAGINATION IN STUDENT–TEACHER RELATIONSHIPS IN ALTERNATIVE EDUCATION

2016 ◽  
Vol 7 (2) ◽  
pp. 307 ◽  
Author(s):  
Jennifer A. Vadeboncoeur ◽  
Renira E. Vellos
Keyword(s):  
Alternative Education ◽  
Student Teacher ◽  
Moral Imagination ◽  
Present Moment ◽  
Font Size ◽  
Teacher Relationships ◽  
Second Chance ◽  
Student Teacher Relationships

<p><span style="font-family: Times New Roman;"><span style="color: #131413; font-size: medium;">In this article, we describe a quality of student–teacher relationships that supports re-engagement in alternative education. This quality is based upon the principle of </span><span style="font-size: medium;"><span style="color: #131413;"><em>accept and build</em>: a dialectical principle that simultaneously includes both student and teacher accepting what the other offers in the present moment while building new social futures in relation. We argue that this form of relation is both a means and an outcome of moral imagining. The article is in three sections. We begin by providing a brief review of the literature on student–teacher relationships. Then, drawing together the literature on moral imagination, we describe and exemplify the principle of accept and build with research from Australia and Canada. From this perspective, student–teacher relationships can be positioned as developing projects of the moral imagination with implications for the recreation of social futures. Although the label of “second chance” is often applied pejoratively to alternative and flexible programs, we argue that this should be viewed as a strength rather than a weakness. </span></span></span></p>

Forming and Sustaining High-Quality Student–Teacher Relationships to Reduce Minor Behavioral Incidents

2020 ◽  
Vol 56 (3) ◽  
pp. 141-147
Author(s):  
Alana M. Kennedy ◽  
Todd Haydon
Keyword(s):  
Learning Environment ◽  
Student Teacher ◽  
Behavioral Outcomes ◽  
High Quality ◽  
Student Teacher Relationship ◽  
Teacher Relationships ◽  
The Relationship ◽  
Student Teacher Relationships

The quality of the relationship that develops between a student and teacher has been connected to pivotal instructional and behavioral outcomes for students. The student–teacher relationship can specifically be harnessed to reduce minor behavioral infractions. However, it is an element of the learning environment that is often overlooked. This article outlines the importance of the student–teacher relationship and provides specific strategies gleaned from the existing literature that teachers could implement in their daily instruction to improve the quality of their relationships with students.

Sign in / Sign up

Export Citation Format

Share Document