General articleFurther Support for the Developmental Significance of the Quality of the Teacher–Student Relationship
Section snippets
Community sample
The sample consisted of 993 children (497 males and 496 females) in third- and fourth-grade classrooms across 11 schools in an ethnically diverse school district. Written parental consent was obtained for approximately 80% of children in participating classrooms. Although ethnicity data were not available for individual participants, the ethnic composition of the participating classrooms was 24% African American, 31% Hispanic, and 44% white.
Behaviorally at-risk subsample
These 71 children (44 boys) had a mean age of 9.84
Preliminary Analyses
All peer data were standardized within classrooms. Preliminary analyses revealed no univariate outliers. Skewness ranged from 0.42 to 1.15, and kurtosis ranged from 0.01 to 0.57. The relative multivariate kurtosis index was 1.09. Thus, univariate and multivariate normality was judged sufficient to meet the assumptions for the analytic methods employed.
Discussion
This study is the first published study to report on the correlates of peers' perceptions of teacher–student relationship quality. Teacher Conflict scores were highly correlated with child aggression scores, suggesting that children select the same children when they are asked to nominate children who “don't get along with their teachers, often argue with their teachers, and do things that their teachers do not like” as they do when asked to nominate children who “call others names, start
Acknowledgements
Support for this research was provided by a grant to Jan Hughes and Timothy Cavell by the National Institute of Drug and Alcohol Abuse (R01-DA10037). Additional support was provided by a grant to Jan Hughes and Timothy Cavell from the Hogg Foundation for Mental Health.
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2023, Teaching and Teacher EducationCitation Excerpt :Therefore, it is possible that teachers in this study reported having poor TCRs with children with disruptive behavior and high CU traits, due to their poor relationships with those children's caregivers. Teachers pointed out that poor quality TCRs also negatively impacted the peer relationships of children with disruptive behavior and high CU traits, in line with past research indicating that poor quality TCRs are predictive of peer rejection (Hughes et al., 2001). This highlights the need to support teachers in developing good quality TCR with this high-risk group of children, particularly given evidence that children with CU traits are at greater risk for both instigating and being a victim of bullying (Fontaine et al., 2018).
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