Teacher-Student Relationship: The Influence of Teacher Interpersonal Behaviours and Perceived Beliefs about Teachers on the School Adjustment of Low Achieving Students in Asian Middle Schools

Autor/inn/en	Chong, Wan Har; Huan, Vivien S.; Quek, Choon Lang; Yeo, Lay See; Ang, Rebecca P.
Titel	Teacher-Student Relationship: The Influence of Teacher Interpersonal Behaviours and Perceived Beliefs about Teachers on the School Adjustment of Low Achieving Students in Asian Middle Schools
Quelle	In: School Psychology International, 31 (2010) 3, S.312-328 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0143034310366207
Schlagwörter	Middle School Students; Student Attitudes; Student Adjustment; Multivariate Analysis; Foreign Countries; Grade 8; Teacher Student Relationship; Educational Experience; Teacher Behavior; Interpersonal Competence; Social Influences; Psychological Patterns; Singapore; Questionnaire on Teacher Interaction; Behavior Assessment System for Children + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Adjustment; Studentin; Adaptation; Multivariate Analyse; Ausland; School year 08; 8. Schuljahr; Schuljahr 08; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungserfahrung; Teacher behaviour; Lehrerverhalten; Interpersonale Kompetenz; Sozialer Einfluss; Singapur
Abstract	This study investigated aspects of the teacher-student relationship as they relate to school adjustment with 523 Grade 8 students in Singapore. The first question examined what configurations of teacher-student support could be identified with low-achieving students. Cluster analysis identified two sub-groups on the basis of specific qualities of the teacher-student relationship and patterns of teacher interpersonal behaviours in the classroom deemed important for improving the psychosocial aspects of their school experience. The second question examined the contribution of these teacher-student relationship variables in predicting school adjustment for each cluster. Finally, post hoc analyses showed students' attitude toward teachers was significant in mediating between teacher-student relational quality and school liking. Implications from the study were discussed. (Contains 1 note and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10