Effects of Developmental Relationships with Teachers on Middle-School Students' Motivation and Performance

Autor/inn/en	Scales, Peter C.; Van Boekel, Martin; Pekel, Kent; Syvertsen, Amy K.; Roehlkepartain, Eugene C.
Titel	Effects of Developmental Relationships with Teachers on Middle-School Students' Motivation and Performance
Quelle	In: Psychology in the Schools, 57 (2020) 4, S.646-677 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Scales, Peter C.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22350
Schlagwörter	Student Motivation; Grade Point Average; Middle School Students; Teacher Student Relationship; Caring; Structural Equation Models; Low Income; Socioeconomic Status; Prediction; Affective Behavior; Academic Achievement + Suchen Sie Ihr Suchwort? Schulische Motivation; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher student relationships; Lehrer-Schüler-Beziehung; Care; Pflege; Sorge; Betreuung; Niedriglohn; Socio-economic status; Sozioökonomischer Status; Vorhersage; Affective disturbance; Active behaviour; Affektive Störung; Schulleistung
Abstract	We examined how middle-school students' motivation, belonging, school climate, and grade point average (GPA) are affected by students experiencing developmental relationships--those that go beyond teachers being caring (e.g., showing warmth to students) and providing challenge (e.g., high expectations) to also include teachers providing support, sharing power, and expanding students' sense of possibilities. We also examined variations in those associations by student socioeconomic status (SES). The study included 534 diverse Grades 6-8 students (51% female, 46% non-White, 33% eligible for free and reduced price meals). Structural equation modeling and regressions showed that students with better developmental relationships with their teachers had better outcomes. Developmental relationships strongly predicted academic motivation at both the beginning and end of the school year, and also directly predicted students' sense of belonging and school climate. Relationships indirectly predicted GPA, through motivation. Student-teacher relationship quality for low-SES students was lower and declined more than for other students. The results both reflect current literature in showing the importance of strong student-teacher relationships, and extend it in showing the worsening relationships quality for low-income students, and in suggesting that strengthening multiple facets of student-teacher developmental relationships may have important effects on motivation and achievement of middle-school students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01