Student-Teacher Relationships and Student Self-Concept: Relations with Teacher and Student Gender

Autor/inn/en	McFarland, Laura; Murray, Elizabeth; Phillipson, Sivanes
Titel	Student-Teacher Relationships and Student Self-Concept: Relations with Teacher and Student Gender
Quelle	In: Australian Journal of Education, 60 (2016) 1, S.5-25 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
DOI	10.1177/0004944115626426
Schlagwörter	Teacher Student Relationship; Self Concept; Gender Differences; Correlation; Student Attitudes; Predictor Variables; Foreign Countries; Preadolescents; Australia; Self Description Questionnaire; Longitudinal Surveys of Australian Youth + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Selbstkonzept; Geschlechterkonflikt; Korrelation; Schülerverhalten; Prädiktor; Ausland; Pre-adolescence; Präadoleszenz; Australien
Abstract	Research has established that qualities of student-teacher relationships impact children's self-concept, however, the role of teacher and child gender in these relations is unclear. This study used data from 4169 children aged 10-11 years and 3343 teachers from Wave 4 of the Longitudinal Study of Australian Children to examine the relationship between child and teacher gender, qualities of the student-teacher relationship and students' self-concept. A nested structural equation model was constructed to test the concurrent and predictive effects student gender had on student-teacher relationships and students' self-concept. Moreover, analysis of the model examined the extent to which relationships were mediated by student enjoyment of school and student perceptions of their teacher. For boys, closeness with their teachers did not predict their self-concept although conflict in their relationships negatively affected self-concept. For girls, both closeness and conflict predicted self-concept, with conflict having a greater effect on self-concept than closeness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01