Conflict, Closeness, and Academic Skills: A Longitudinal Examination of the Teacher-Student Relationship

Autor/inn/en	Mason, Benjamin A.; Hajovsky, Daniel B.; McCune, Luke A.; Turek, Joshua J.
Titel	Conflict, Closeness, and Academic Skills: A Longitudinal Examination of the Teacher-Student Relationship
Quelle	In: School Psychology Review, 46 (2017) 2, S.177-189 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Longitudinal Studies; Teacher Student Relationship; Correlation; Conflict; Mathematics Achievement; Reading Achievement; Elementary School Students; Elementary School Teachers; Grade 1; Grade 3; Grade 5; Factor Analysis; National Surveys; Rating Scales; Measures (Individuals); Achievement Tests; Arkansas (Little Rock); California (Irvine); Massachusetts (Boston); Pennsylvania (Philadelphia); Pennsylvania (Pittsburgh); Virginia; North Carolina; Washington (Seattle); Wisconsin (Madison); Student Teacher Relationship Scale; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Teacher student relationships; Lehrer-Schüler-Beziehung; Korrelation; Konflikt; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 01; 1. Schuljahr; Schuljahr 01; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Faktorenanalyse; Rating-Skala; Messdaten; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	The longitudinal relations between teacher-student relationship quality (TSRQ) and student achievement were examined to determine the directional associations between the quality of teacher-rated closeness and conflict with students, and measured math and reading achievement in a large, multisite sample of U.S. youth at first, third, and fifth grade. A longitudinal confirmatory factor analysis model of panel data was employed. After testing longitudinal factorial invariance across time, we tested heterogeneity in the factor variances and differences in the latent means. Math and reading achievement had longitudinal reciprocal relations. Math achievement explained small differences in subsequent teacher-rated closeness after controlling for previous levels of math achievement and teacher-rated closeness. Teacher-rated conflict served as a small but significant predictor of subsequent math achievement across measured time points but previous teacher-rated closeness did not explain subsequent reading or math achievement at any time point. Teacher-rated conflict was relatively stable across grades, whereas teacher-rated closeness varied from first to third grade. Reading and math achievement were highly stable predictors of future achievement. The findings suggested that in a lower-risk sample, measures of TSRQ and achievement may serve as predictors or outcomes and directionality of effects should not be assumed in advance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01