Search results for "teacher-child relationships"
showing 3 items of 3 documents
Students' academic and emotional adjustment during the transition from primary to secondary school
2019
The current study examined several indicators of students' academic and emotional adjustment during the transition from primary (i.e., grade 6) to secondary school (i.e., grades 7 and 9). Specifically, the study investigated how students' engagement, achievement, and burnout, as well as student-teacher conflict, evolve together over time. A total of 356 adolescents (57.3% boys) filled out questionnaires about their burnout and their behavioral and cognitive engagement. Students' achievement was measured using standardized test scores. Conflict in the teacher-student relationship was assessed using teacher ratings. Cross-lagged models revealed bi-directional associations between behavioral a…
Investigating Bidirectional Links Between the Quality of Teacher-Child Relationships and Children’s Interest and Pre‐Academic Skills in Literacy and …
2020
This study investigated bidirectional links between the quality of teacher–child relationships and children's interest and pre‐academic skills in literacy and math. Furthermore, differences in the patterns of bidirectionality between boys and girls were explored. Participants were 461 Finnish kindergarteners (6‐year‐olds) and their teachers (n = 48). Teachers reported their closeness and conflict with each child twice throughout the kindergarten year. Children rated their interest in literacy and math, and were tested on their pre‐academic skills. Cross‐lagged path models indicated that teacher‐perceived conflict predicted lower interest and pre‐academic skills in both literacy and math. Re…
Interrelation between close teacher-student relationships and engagement : the case of Finnish preschools
2016
The study examined the interrelation between positive teacher-student relationships and teacher-reported level of engagement in Finnish preschool settings. Fifty preschool teachers working in Jyväskylä city area answered questionnaires in which they de-scribed 50 randomly selected students from their class (28 girls and 22 boys), one stu-dent for each teacher. Questionnaires consisted of two parts and measured the quality of teacher-child relationships and the level of children’s emotional and behavioural en-gagement. The results showed that quality of teacher-child relationships in the context of Finnish preschools is closely interrelated with the level of children’s engagement into the le…