How School Belongingness in Diverse Students Moderates Student Perceptions of Teachers' Cultural Humility in Predicting Student-Teacher Working Alliance

Autor/inn/en	Slaton, Chayla R.; Lammers, William; Park, Anna
Titel	How School Belongingness in Diverse Students Moderates Student Perceptions of Teachers' Cultural Humility in Predicting Student-Teacher Working Alliance
Quelle	In: Psychology in the Schools, 60 (2023) 7, S.2360-2372 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Slaton, Chayla R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22862
Schlagwörter	Student School Relationship; Teacher Student Relationship; Predictor Variables; Academic Achievement; Middle School Students; Grade 6; Teacher Characteristics; Cultural Pluralism; Student Attitudes; School Psychologists; Counselor Training; Arkansas + Suchen Sie Ihr Suchwort? Schüler-Lehrer-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Prädiktor; Schulleistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; Kulturpluralismus; Schülerverhalten; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule
Abstract	Student-teacher relationships and school belongingness are both strong predictors for students' academic success (Goodenow & Grady, 1993; Hattie, 2009). Experiences related to their cultural identities also inform how they perceive their educational environment (Kutsyuruba et al., 2015) and may also predict academic success. Although current literature supports all three constructs as separate predictors of academic success, the current study examined the relationship between student perceptions of their teacher's cultural humility and student-teacher working alliance, with student perceptions of school belonging as a moderator. Sixth-grade students from an urban, central Arkansas middle school (n = 334) considered a teacher with whom they had prolonged contact (e.g., two interactions a day, including mentoring and academic instruction), and responded to questions from three scales, the Cultural Humility Scale (predictor), the Classroom Working Alliance Inventory (outcome), and the Psychological Sense of School Membership (moderator). Results showed that student perceptions of teacher's cultural humility predicted student--teacher working alliance and that this relationship was slightly stronger for those students with low levels of school belongingness. The importance of all three variables in understanding student success has implications for teacher and school psychologist training programs. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01