The Effect of Teacher-Student and Student-Student Relationships on the Societal Involvement of Students

Autor/inn/en	Wanders, Frank H. K.; Dijkstra, Anne Bert; Maslowski, Ralf; van der Veen, Ineke
Titel	The Effect of Teacher-Student and Student-Student Relationships on the Societal Involvement of Students
Quelle	In: Research Papers in Education, 35 (2020) 3, S.266-286 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2019.1568529
Schlagwörter	Teacher Student Relationship; Peer Relationship; Secondary School Teachers; Secondary School Students; Parent Role; Interpersonal Relationship; Student Participation; Socioeconomic Influences; Educational Attainment; Employment Level; Parenting Styles; Parent Background; Classroom Environment; Surveys; Foreign Countries; Citizen Participation; Netherlands; Patterns of Adaptive Learning Survey + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Sekundarschüler; Parental role; Elternrolle; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Sozioökonomischer Faktor; Bildungsabschluss; Bildungsgut; Beschäftigungsgrad; Elternhaus; Klassenklima; Unterrichtsklima; Survey; Umfrage; Befragung; Ausland; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Niederlande
Abstract	The goal of this paper was to examine the relation between teachers and students and between students on societal involvement in Dutch secondary schools. As such, we studied the role of parents on adolescents' societal involvement and to what extent positive teacher-student and student-student relationships reduced differences in societal involvement due to parental background differences. To estimate this cross-sectional multilevel analyses, a rich combination of datasets from the Netherlands was used, encompassing 4,128 15-year-old students in 58 schools in 2010/2011. The results showed that teacher-student relations and student-student relations were positively associated with societal involvement. The level of societal involvement differed between students' from households with lower incomes, level of education and employment, even though parenting styles seemed unrelated to societal involvement. Students from higher educated parents were found to benefit more from these positive relationships with teachers. This advantage arguably amplifies the differences in societal involvement between students with lower and higher educated parents. Future studies can give further insight into the role of classroom interrelations using additional longitudinal data or focus on more qualitative observations to explore the role of classroom interrelations and their influence on developing societal involvement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01