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Closeness in Student-Teacher Relationships and Students' Psychological Well-Being: The Mediating Role of Hope
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Lin, Shanyan; Fabris, Matteo Angelo; Longobardi, Claudio – Journal of Emotional and Behavioral Disorders, 2022
A close student-teacher relationship is a protective factor for students' psychological well-being, and it is associated with students' internalizing and externalizing symptoms, but the mechanism underlying this association is unclear. To address this issue, this study investigated the role of children's hope in the relationship between teachers'…
Descriptors: Teacher Student Relationship, Psychological Patterns, Elementary School Students, Elementary School Teachers
Evaluating the Student-Teacher Relationship Scale in the Greek Educational Setting: An Item Parcelling Perspective
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Tsigilis, Nikolaos; Gregoriadis, Athanasios; Grammatikopoulos, Vasilis – Research Papers in Education, 2018
The Student-Teacher Relationship Scale (STRS) is one of the most extensively used instruments that evaluate the quality of teacher-child relationships. The STRS has a strong theoretical background based on attachment theory and research on parent-child and teacher-child relationships. The purpose of this study was to examine the dimensional…
Descriptors: Foreign Countries, Rating Scales, Teacher Student Relationship, Measures (Individuals)
"My Teacher Helps Me": Assessing Teacher-Child Relationships from the Child's Perspective
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White, Kelley Mayer – Journal of Research in Childhood Education, 2016
The current study is one of the first to investigate children's perceptions of quality in teacher-child relationships using a narrative measure. It is also one of the first studies to investigate how the child's report is associated with the teacher's report and with an observer's report of quality in teacher-child interactions. Participants…
Descriptors: Teacher Student Relationship, Student Attitudes, Early Childhood Education, Affective Behavior
Joint Trajectories of Behavioral, Affective, and Cognitive Engagement in Elementary School
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Archambault, Isabelle; Dupéré, Véronique – Journal of Educational Research, 2017
The aim of the present study was to model student trajectories of behavioral, affective, and cognitive engagement from Grade 3 to Grade 6. The authors also examined whether teachers perceptions could predict student trajectory membership. The authors collected data from a sample of 831 students and 152 teachers. Using multiple-process growth…
Descriptors: Academic Achievement, Learner Engagement, Elementary School Students, Grade 3
How are Closeness and Conflict in Student-Teacher Relationships Associated with Demographic Factors, School Functioning and Mental Health in Norwegian Schoolchildren Aged 6-13?
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Drugli, May Britt – Scandinavian Journal of Educational Research, 2013
This study explored the association between teacher-reported student-teacher relationship quality (closeness and conflict) and demographic factors, school functioning and child mental health in a cross-sectional study. The study was conducted among a national sample of Norwegian school children (N?=?825) in grades 1 to 7. Bivariate analyses and…
Descriptors: Case Studies, Foreign Countries, Teacher Student Relationship, Mental Health
Correlates of Closeness and Conflict in Early Elementary Teacher-Student Relationships
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Mary M. Wolfson – ProQuest LLC, 2009
The purpose of this study was to evaluate the joint and collective contributions of student and teacher factors to observed variance in reports of conflict and closeness in first and second grade teacher-student relationships (STR). This study uses two data sets previously collected from elementary schools in the greater Pittsburgh area, to…
Descriptors: Teacher Student Relationship, Conflict, Elementary Schools, Individual Characteristics