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Autor/inn/enScales, Peter C.; Pekel, Kent; Sethi, Jenna; Chamberlain, Rachel; Van Boekel, Martin
TitelAcademic Year Changes in Student-Teacher Developmental Relationships and Their Linkage to Middle and High School Students' Motivation: A Mixed Methods Study
QuelleIn: Journal of Early Adolescence, 40 (2020) 4, S.499-536 (38 Seiten)
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ZusatzinformationORCID (Scales, Peter C.)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0272-4316
DOI10.1177/0272431619858414
SchlagwörterTeacher Student Relationship; Middle School Students; High School Students; Student Motivation; Student Attitudes; Grade Point Average; Academic Achievement; Educational Environment; Learner Engagement; Educational Quality; Poverty; Grade 6; Grade 10; Grade 11; Grade 12; Grade 7; Grade 8; Grade 9
AbstractStudent-teacher relationships that improve over time may help slow or prevent declines in student motivation. In a diverse sample of 1,274 middle and high school students from three schools, this mixed-methods study found that those who improved in developmental relationships with teachers reported greater academic motivation, and more positive perceptions of school climate and instructional quality. Improvements in teacher-student relationships had some positive effects on students' grade point averages (GPAs) but they varied by school as well as by aspect of the relationship measured. No differences by poverty status were seen in any of these results. Student focus groups yielded additional understanding of the actions and mechanisms through which student-teacher relationships improve. Results of this study suggest that if individual educators and entire school communities focus on strengthening student-teacher relationships, significant improvements can be made in students' motivation, engagement, and performance. [For the corresponding grantee submission, see ED595407.] (As Provided).
AnmerkungenSAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2021/1/01
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