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Autor/inn/en | Charki, Fatima Zohra; Hornstra, Lisette; Thijs, Jochem |
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Titel | How Do I Get on with My Teacher? Affective Student-Teacher Relationships and the Religious Match between Students and Teachers in Islamic Primary Schools |
Quelle | In: British Journal of Educational Psychology, 92 (2022) 2, (19 Seiten)Infoseite zur Zeitschrift
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Zusatzinformation | ORCID (Charki, Fatima Zohra) ORCID (Hornstra, Lisette) ORCID (Thijs, Jochem) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0007-0998 |
DOI | 10.1111/bjep.12457 |
Schlagwörter | Teacher Student Relationship; Elementary School Teachers; Elementary School Students; Muslims; Islam; Religious Schools; Minority Group Students; Teacher Attitudes; Expectation; Conflict; Attachment Behavior; Foreign Countries; Netherlands |
Abstract | Background: Despite the growing body of research concerning affective relationships between teachers and ethnic minority students, very little is known about student-teacher relationship (STR) quality for religious minority students. Many Islamic schools have a mixed workforce consisting of both Muslim and non-Muslim teachers. This means that the quality of religiously congruent and religiously incongruent STRs can be directly compared. Aims: We investigated whether the quality of the STR experienced by Dutch Islamic school students depended on the religious background of their teacher (Muslim vs. non-Muslim). We also examined the role of teachers' implicitly measured attitudes towards Muslims as a possible explanation for differences in relationship quality. Sample: Participants were 707 students (56.9% female) from 35 classes (Grade 3-6) (M[subscript age] = 10.02 years, SD = 1.25) and their 35 teachers (85.7% female; M[subscript age] = 32.94 years, SD = 6.37). Methods: Students reported on the quality of the relationship with their teacher (closeness, conflict, and negative expectations), and teachers' implicit attitude towards Muslims (vs. non-Muslims) was measured with an Implicit Association Test. Results: Students reported relatively high levels of closeness and low levels of conflict and negative expectations for both Muslim and non-Muslim teachers. Conflict was slightly higher in religiously incongruent STRs, but only when teachers' implicitly measured attitude towards Muslims (vs. non-Muslims) was included in our model. Conclusion: Results of this study indicate that religious incongruence does not play a major role in STR quality in Islamic primary education. (As Provided). |
Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |