scholarly journals Décrochage scolaire : la relation élève-enseignants peut-elle l'emporter contre le quotient intellectuel?

2021 ◽  
Vol 55 (2) ◽  
pp. 439-462
Author(s):  
Carmen-Édith Belleï-Rodriguez ◽  
Serge Larivée ◽  
Julien Morizot
Keyword(s):  
Risk Factor ◽  
Student Teacher ◽  
Intelligence Quotient ◽  
Graduation Rate ◽  
School Dropout ◽  
Social Consequences ◽  
Student Teacher Relationship ◽  
Teacher Relationships ◽  
Student Teacher Relationships

Quebec has the highest non graduation rate in Canada. The personal and social consequences are numerous, with long term repercussions. Even if a low intelligence quotient (IQ) is an important risk factor of school dropout, some factors may influence this association. The purpose of this study is to investigate the moderating effect of the student-teacher relationship on the association between the IQ and school dropout using the data of the SIAA (Stratégie d'Intervention Agir Autrement) study. The logistic regression analyzes confirmed that the IQ score contributes in predicting school dropout. However, the results suggest that warm or conflicting student-teacher relationships have no contribution to the prediction model and do not moderate the link between IQ and school dropout.

scholarly journals Student–Teacher Relationship Stability Across Early School Years for Children With Intellectual Disability or Typical Development

2009 ◽  
Vol 114 (5) ◽  
pp. 322-339 ◽  
Author(s):  
Jan Blacher ◽  
Bruce L. Baker ◽  
Abbey S. Eisenhower
Keyword(s):  
Intellectual Disability ◽  
Behavior Problems ◽  
Child Behavior ◽  
Student Teacher ◽  
Child Behavior Problems ◽  
Typical Development ◽  
Student Teacher Relationship ◽  
Teacher Relationships ◽  
Disability Group ◽  
Student Teacher Relationships

Abstract Student–teacher relationships of 37 children with moderate to borderline intellectual disability and 61 with typical cognitive development were assessed from child ages 6–8 years. Student–teacher relationship quality was moderately stable for the typical development group, but less so for the intellectual disability group. At each assessment these relationships were poorer for children with intellectual disability. Child behavior problems consistently predicted more conflict, whereas social skills predicted more closeness. Accounting for these child characteristics reduced the status group difference to nonsignificance. Earlier student–teacher relationships predicted subsequent changes in child behavior problems and social skills. Student–teacher relationships in the intellectual disability group were significantly lower for children in regular than special classes by age 8.

scholarly journals Students’ School Engagement and Their Truant Behavior: Do Relationships with Classmates and Teachers Matter?

2018 ◽  
Vol 7 (6) ◽  
pp. 124 ◽  
Author(s):  
Selina Teuscher ◽  
Elena Makarova
Keyword(s):  
Peer Relationships ◽  
Student Teacher ◽  
School Engagement ◽  
School Dropout ◽  
Individual Characteristics ◽  
Drop Out ◽  
Student Teacher Relationship ◽  
The Individual ◽  
The Relationship

Research on school dropout suggests that the decision to drop out of school is not a sudden or immediate one, but rather the result of a long-term process of withdrawal from school. While school engagement and truancy are among the most prominent constructs to be associated as precursors of school dropout, the relationship between these two constructs needs further analysis. Our study establishes more comprehensive understanding of school engagement and truancy by focusing on students’ individual characteristics and their relationships in school, particularly the student-teacher relationship and relationships with peers. It demonstrates that among the individual characteristics the migration background is crucial for school engagement, while the student age is important for truancy. Furthermore, peer-relationships are positively related to students’ school engagement, but not to their truancy. Furthermore, a good student-teacher relationship not only has positive impacts on students’ school engagement, but is also negatively associated with truancy, while school engagement mediates this path.

A Portuguese Version of the Student-Teacher Relationship Scale – Short Form

2015 ◽  
Vol 18 ◽  
Author(s):  
Joana Nunes Patrício ◽  
M. Clara Barata ◽  
M. Manuela Calheiros ◽  
João Graça
Keyword(s):  
Psychometric Properties ◽  
Student Teacher ◽  
Short Form ◽  
High Reliability ◽  
Confirmatory Factor Analyses ◽  
Healthy Development ◽  
Portuguese Version ◽  
Student Teacher Relationship ◽  
Teacher Relationships ◽  
Student Teacher Relationships

AbstractResearch consistently demonstrates that positive student-teacher relationships are fundamental to the healthy development of all students. However, we lack a Portuguese-validated measure of student-teacher relationships. In this article we present the adaptation procedures and the psychometric properties of a Portuguese version of the Student-Teacher Relationship Scale – Short Form (Pianta, 1992). Five hundred and thirty five teachers from 127 schools completed the STRS-SF. The results demonstrate that this adapted version of the STRS-SF has good psychometric properties, namely high reliability (α = .84 to .87) and expected construct validity, which were tested through exploratory and confirmatory factor analyses (χ2/df = 1.65, CFI = .96, GFI = .93, RMSEA = 0.05). This study also showed that the correlations of student-teacher relationship with students' demographic variables are consistent with the evidence in the literature about this construct. Finally, the study indicated that female teachers reported more closeness, t(530) = 4.06, p < .001 and better overall student-teacher relationships, t(530) = 4.90, p < .001. In the discussion, we analyze the implications of these results.

scholarly journals Examining Student-teacher Relationship from Students’ Point of View: Italian Adaptation and Validation of the Young Children’s Appraisal of Teacher Support Questionnaire

2016 ◽  
Vol 9 (1) ◽  
pp. 176-187 ◽  
Author(s):  
C. Longobardi ◽  
F.G.M. Gastaldi ◽  
L.E. Prino ◽  
T. Pasta ◽  
M. Settanni
Keyword(s):  
Student Teacher ◽  
Teacher Support ◽  
Academic Motivation ◽  
Developmental Psychology ◽  
Point Of View ◽  
Student Teacher Relationship ◽  
Teacher Relationships ◽  
The Relationship ◽  
Student Teacher Relationships ◽  
Validity Research

Background:Numerous studies on educational and developmental psychology have concluded that students’ affective relationships with their teachers are crucial for their academic motivation and commitment to school. Frequently the relationship is evaluated from the teacher’s point of view, but the importance of considering the children’s perspective has been highlighted by many authors.Methods:In this study, we present data to examine the factorial structure of the Young Children’s Appraisals of Teacher Support (Y-CATS), a measure designed to explore children’s perceptions of their relationships with teachers on a sample of 503 children ranging in age from 5 to 10 years, and 163 teachers.Results:This study provides implications for construct validity research and substantive research using Y-CATS, given that Y-CATS is used extensively in intervention and research in early childhood education.Conclusion:On the basis of the results obtained, the questionnaire seems to be an adequate instrument to study student-teacher relationships, both as a monitoring scale of a given relationship and as a way to help teachers achieve more awareness of their educational skills.

Building Positive Student and Teacher Relationships With Restorative Practice

2021 ◽  
pp. 203-213
Author(s):  
Corey E. Schneider
Keyword(s):  
Student Teacher ◽  
Classroom Climate ◽  
Negative Relationship ◽  
Early Career ◽  
Student Teacher Relationship ◽  
Teacher Relationships ◽  
Early Career Teacher ◽  
Behavior Motivation ◽  
Student Teacher Relationships ◽  
Career Teacher

When there is a lack of a positive student-teacher relationships, students struggle with their behavior, motivation, and academics. When a teacher has a negative relationship with their students, their students disengage from the classroom and begin to question why school is an important component in their life. Creating a positive student-teacher relationship is a necessary component for an early-career teacher to make. When an early-career teacher works to create meaningful relationships with their students, their students show improvement with behavior, motivation, and academics. This chapter highlights how positive student-teacher relationships bring out the best in students and provides a research-based program that has shown positive results in transforming the classroom climate to a positive, safe environment because of positive relationships.

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.

scholarly journals Rethinking student-teacher relationships in higher education: a multidimensional approach

2021 ◽  
Author(s):  
Roland Tormey
Keyword(s):  
Higher Education ◽  
Classroom Management ◽  
Student Teacher ◽  
Three Dimensional ◽  
Three Dimensions ◽  
Theoretical Development ◽  
Multidimensional Model ◽  
Three Dimensional Model ◽  
Teacher Relationships ◽  
Student Teacher Relationships

AbstractStudent-teacher relationships play an important role in both teacher and student experiences in higher education and have been found to be linked to learning, classroom management, and to student absenteeism. Although historically conceptualised in terms of immediacy or distance and measured with reference to behaviours, the growing recognition of the role of emotions and of power—as well as the development of a range of multidimensional models of social relationships—all suggest it is time to re-evaluate how student-teacher relationships are understood. This paper develops a theoretical model of student-teacher affective relationships in higher education based on three dimensions: affection/warmth, attachment/safety, and assertion/power. The three-dimensional model was tested using the Classroom Affective Relationships Inventory (CARI) with data from 851 students. The data supported the use of this multidimensional model for student-teacher relationships with both two- and three-dimensional models of relationships being identified as appropriate. The theoretical development of a multidimensional model and the empirical development of an instrument with which to explore these dimensions has important implications for higher education teachers, administrators and researchers.

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