Dynamics of Teacher-Student Relationships: Stability and Change across Elementary School and the Influence on Children's Academic Success

Autor/inn/en	Spilt, Jantine L.; Hughes, Jan N.; Wu, Jiun-Yu; Kwok, Oi-Man
Titel	Dynamics of Teacher-Student Relationships: Stability and Change across Elementary School and the Influence on Children's Academic Success
Quelle	In: Child Development, 83 (2012) 4, S.1180-1195 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2012.01761.x
Schlagwörter	Academic Achievement; At Risk Students; Underachievement; Conflict; Teacher Student Relationship; Probability; Educational Change; Elementary Schools; Achievement Gains; Ethnic Groups; Children; Elementary School Students; Correlation; Longitudinal Studies; Child Development; Intelligence Quotient; Scores + Suchen Sie Ihr Suchwort? Schulleistung; Performance deficiency; Leistungsschwäche; Konflikt; Teacher student relationships; Lehrer-Schüler-Beziehung; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Bildungsreform; Elementary school; Grundschule; Volksschule; Achievement gain; Leistungssteigerung; Ethnie; Child; Kind; Kinder; Korrelation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kindesentwicklung; Intelligenzquotient
Abstract	This study modeled teacher-student relationship trajectories throughout elementary school to predict gains in achievement in an ethnic-diverse sample of 657 academically at-risk students (mean age = 6.57 years, SD = 0.39). Teacher reports of warmth and conflict were collected in Grades 1-5. Achievement was tested in Grades 1 and 6. For conflict, low-stable (normative), low-increasing, high-declining, and high-stable trajectories were found. For warmth, high-declining (normative) and low-increasing patterns were found. Children with early behavioral, academic, or social risks were underrepresented in the normative trajectory groups. Chronic conflict was most strongly associated with underachievement. Rising conflict but not declining Conflict coincided with underachievement. The probability of school failure increased as a function of the timing and length of time children were exposed to relational adversity. (Contains 2 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10