Longitudinal Associations of Student-Teacher Relationships and Behavioural and Emotional Strengths on Academic Achievement

Autor/inn/en	Sointu, Erkko T.; Savolainen, Hannu; Lappalainen, Kristiina; Lambert, Matthew C.
Titel	Longitudinal Associations of Student-Teacher Relationships and Behavioural and Emotional Strengths on Academic Achievement
Quelle	In: Educational Psychology, 37 (2017) 4, S.457-467 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2016.1165796
Schlagwörter	Longitudinal Studies; Teacher Student Relationship; Emotional Development; Correlation; Academic Achievement; Student Attitudes; Emotional Adjustment; Social Adjustment; Elementary School Students; Foreign Countries; Behavior Rating Scales; Well Being; Parent Attitudes; Grade Point Average; Statistical Analysis; Prediction; Elementary School Teachers; Inclusion; Finland; Behavioral and Emotional Rating Scale + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Teacher student relationships; Lehrer-Schüler-Beziehung; Gefühlsbildung; Korrelation; Schulleistung; Schülerverhalten; Emotionale Anpassung; Soziale Anpassung; Ausland; Well-being; Wellness; Wohlbefinden; Elternverhalten; Statistische Analyse; Vorhersage; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Inklusion; Finnland
Abstract	Positive student-teacher relationships are related to students' academic achievement and behavioural and emotional adjustment. How a student's behavioural and emotional strengths are associated with these relationships and how the relationships influence students' academic performance remains unknown. We examined this framework using a cross-lagged panel model with a group of Finnish students and their parents from Grade 5 to Grade 7. The results revealed that the parents rated behavioural and emotional strengths are stable over a 1-year (r = 0.78) and 2-year (r = 0.71) period and that students' perceptions of student--teacher relationships demonstrated greater change over time (r's = 0.54, 0.35). Behavioural and emotional strengths demonstrated a positive relationship with student-teacher relationships as well as academic achievement (ß = 0.39, p < 0.01). Strengths were also indirectly associated with academic achievement via student--teacher relationships. Study limitations, implications and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01