Teacher-Student Relationships among Behaviorally At-Risk African American Youth from Low-Income Backgrounds: Student Perceptions, Teacher Perceptions, and Socioemotional Adjustment Correlates

Autor/inn/en	Murray, Christopher; Zvoch, Keith
Titel	Teacher-Student Relationships among Behaviorally At-Risk African American Youth from Low-Income Backgrounds: Student Perceptions, Teacher Perceptions, and Socioemotional Adjustment Correlates
Quelle	In: Journal of Emotional and Behavioral Disorders, 19 (2011) 1, S.41-54 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-4266
DOI	10.1177/1063426609353607
Schlagwörter	Check Lists; Child Behavior; Adolescents; Teacher Student Relationship; Teacher Attitudes; African Americans; Low Income; Measures (Individuals); At Risk Students; Social Adjustment; Emotional Adjustment; Behavior Problems; Symptoms (Individual Disorders); Student Adjustment; Multiple Regression Analysis; Correlation; Student Attitudes; Child Behavior Checklist + Suchen Sie Ihr Suchwort? Checkliste; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerverhalten; Afroamerikaner; Niedriglohn; Messdaten; Soziale Anpassung; Emotionale Anpassung; Psychiatrische Symptomatik; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Korrelation; Schülerverhalten
Abstract	This investigation examines teacher-student relationships among African American youth from low-income backgrounds (N = 193). Students and their teachers completed measures of teacher-student relationship quality and measures pertaining to emotional, behavioral, and school-related adjustment. Results indicated that African American youth who fell above the clinical cut point on the externalizing scale of the "Child Behavior Checklist" (n = 64) reported lower trust in relationships with teachers than did similarly matched students who did not have clinically significant externalizing symptomology. In addition, teachers rated students in the externalizing subgroup as lower in relational closeness and greater in relational conflict. Multiple regression analyses applied to data obtained from the behavioral risk group indicated that both student and teacher perceptions of teacher-student relationship quality were associated with student- and teacher-rated emotional, behavioral, and school-related adjustment. The strength of these associations varied as a function of data source and the specific relationship dimension investigated. Implications for future research and practice efforts aimed at building positive teacher-student relationships are discussed. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10