Child Level Correlates of Teacher-Student Relationships: An Examination of Demographic Characteristics, Academic Orientations, and Behavioral Orientations

Autor/inn/en	Murray, Christopher; Murray, Kelly M.
Titel	Child Level Correlates of Teacher-Student Relationships: An Examination of Demographic Characteristics, Academic Orientations, and Behavioral Orientations
Quelle	In: Psychology in the Schools, 41 (2004) 7, S.751-762 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20015
Schlagwörter	Urban Schools; School Psychologists; Conflict; Teacher Student Relationship; Academic Achievement; Correlation; Minority Groups; Low Income; Symptoms (Individual Disorders); Behavior Patterns; Grade 3; Grade 4; Measurement Techniques; Check Lists; African American Children + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School psychologist; Psychologists; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Konflikt; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulleistung; Korrelation; Ethnische Minderheit; Niedriglohn; Psychiatrische Symptomatik; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Messtechnik; Checkliste; African Americans; Child; Children; Afroamerikaner; Kind; Kinder
Abstract	The purpose of this investigation was to examine associations between different child characteristics and conflict, closeness, and dependency within teacher-student relationships. The participants were primarily students of color from lower socioeconomic status backgrounds in a large urban school district. The strength of associations between student demographic variables, academic orientations, behavioral orientations, and aspects of teacher-student relationships was examined. Findings indicated that these variables accounted for a significant amount of variance in teacher ratings of conflict and dependency in teacher-student relationships. Externalizing and internalizing symptomology demonstrated the strongest associations with the conflict and dependency relationship constructs. Preliminary implications of these findings for teachers and school psychologists are explored. (Contains 5 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10