Academic Year Changes in Student-Teacher Developmental Relationships and Their Linkage to Middle and High School Students' Motivation: A Mixed Methods Study

Autor/inn/en	Scales, Peter C.; Pekel, Kent; Sethi, Jenna; Chamberlain, Rachel; Van Boekel, Martin
Titel	Academic Year Changes in Student-Teacher Developmental Relationships and Their Linkage to Middle and High School Students' Motivation: A Mixed Methods Study
Quelle	(2019), (52 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1177/0272431619858414
Schlagwörter	Teacher Student Relationship; Middle School Students; High School Students; Student Motivation; Student Attitudes; Educational Environment; Educational Quality; Grade Point Average; Poverty; Grade 6; Grade 7; Grade 8; Grade 9; Grade 10; Grade 11; Grade 12 + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Schulische Motivation; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Quality of education; Bildungsqualität; Armut; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12
Abstract	Student-teacher relationships that improve over time may help slow or prevent declines in student motivation. In a diverse sample of 1,274 middle and high school students from three schools, this mixed-methods study found that those who improved in developmental relationships with teachers reported greater academic motivation, and more positive perceptions of school climate and instructional quality. Improvements in teacher-student relationships had some positive effects on students' GPAs but they varied by school as well as by aspect of the relationship measured. No differences by poverty status were seen in any of these results. Student focus groups yielded additional understanding of the actions and mechanisms through which student-teacher relationships improve. Results of this study suggest that if individual educators and entire school communities focus on strengthening student-teacher relationships, significant improvements can be made in students' motivation, engagement, and performance. [This paper has been accepted by the "Journal of Early Adolescence."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06