Children's Drawings of Student-Teacher Relationship Quality: Examining Change over the First Year of School

Autor/inn/en	Murray, Elizabeth; Harrison, Linda J.; Trapolini, Tania
Titel	Children's Drawings of Student-Teacher Relationship Quality: Examining Change over the First Year of School
Quelle	In: Early Child Development and Care, 193 (2023) 1, S.1-17 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Murray, Elizabeth) ORCID (Harrison, Linda J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2022.2046566
Schlagwörter	Measures (Individuals); Rating Scales; Teacher Student Relationship; Teacher Evaluation; Foreign Countries; Kindergarten; Preschool Children; Public Schools; Student Attitudes; Teacher Attitudes; Preschool Teachers; Attitude Change; Freehand Drawing; Australia; Student Teacher Relationship Scale; Teacher Rating Scale + Suchen Sie Ihr Suchwort? Messdaten; Rating-Skala; Teacher student relationships; Lehrer-Schüler-Beziehung; Teacher appraisal; Lehrerbeurteilung; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Public school; Öffentliche Schule; Schülerverhalten; Lehrerverhalten; Erzieher; Erzieherin; Kindergärtnerin; Attitudinal change; Einstellungsänderung; Drawing; Zeichnen; Australien
Abstract	The relationships students form with their teachers are critical to children's early school adjustment and later school success. While previous research has relied on teachers' single-point ratings of student-teacher relationship (STR) quality, this study included data provided by children and teachers at two time-points in the kindergarten year. Children's drawings of themselves and their teacher were coded using Fury, Carlson, and Sroufe's (1997) attachment-based scoring of Relational Negativity. Children's feelings about their teacher were rated on the School Feelings Questionnaire (Bowes et al., 2009). Teachers completed the Student Teacher Relationship Scale (Pianta, 2001) and Teacher Rating Scale of School Adjustment (Birch & Ladd, 1997). Results showed that Relational Negativity at the start of school aligned with teachers' STR ratings, but by the end of the year, children's and teachers' ratings had diverged. Children were twice as likely as teachers to express increased negativity. Possible explanations for different perceptions of STR are proposed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01