Getting Along with Teachers and Parents: The Yields of Good Relationships for Students' Achievement Motivation and Self-Esteem

Autor/inn/en	Martin, Andrew J.; Marsh, Herbert W.; McInerney, Dennis M.; Green, Jasmine; Dowson, Martin
Titel	Getting Along with Teachers and Parents: The Yields of Good Relationships for Students' Achievement Motivation and Self-Esteem
Quelle	In: Australian Journal of Guidance and Counselling, 17 (2007) 2, S.109-125 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1037-2911
DOI	10.1375/ajgc.17.2.109
Schlagwörter	Parent Child Relationship; Teacher Student Relationship; Gender Differences; Age Differences; Academic Achievement; Self Concept; Academic Ability; Self Esteem; Student Motivation; High School Students; Correlation; Structural Equation Models; Predictor Variables; Student Attitudes + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Schulleistung; Selbstkonzept; Self-esteem; Selbstaufmerksamkeit; Schulische Motivation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Korrelation; Prädiktor; Schülerverhalten
Abstract	The aim of the present study was to better understand the combined and unique effects of teacher-student and parent-child relationships in students' achievement motivation and self-esteem. Participants were 3450 high school students administered items assessing their interpersonal relationships, academic motivation and engagement, academic self-concept, and general self-esteem. Preliminary correlations showed that both teacher-student and parent-child relationships are significantly associated with achievement motivation and general self-esteem. Importantly, however, when using appropriate structural equation models to control for shared variance amongst predictors, findings showed that although teachers and parents are clearly influential, after controlling for gender, age, and the presence of both interpersonal relationships in the one model, teacher effects are stronger than parent effects, particularly in the academic domain. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01