Exploring the contexts of relationship quality between middle school students and teachers

Elementary School Journal

Volumn 106, Issue 3, 2006, Pages 193-224

  Davis, Heather A ^a  

^a OHIO STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 32944464106     PISSN: 00135984     EISSN: None     Source Type: Journal    
DOI: 10.1086/501483     Document Type: Review

References (133)

1. American Psychological Association, Work Group of the Board of Educational Affairs. (1997, November). Learner-centered psychological principles: A framework for school reform and redesign. Washington, DC: American Psychological Association.
2. Anderman, L. H., & Anderman, E. M. (1999). Social predictors of changes in students' achievement goal orientations. Contemporary Educational Psychology, 25, 21-37.
3. Armsden, G. C., & Greenberg, M. T. (1987). The Inventory of Parent and Peer Attachment: Relationships to well-being in adolescence. Journal of Youth and Adolescence, 16, 427-454.
4. Battistich, V., Solomon, D., Watson, M., & Schaps, E. (1997). Caring school communities. Educational Psychologist, 32, 137-151.
5. Birch, S. H., & Ladd, G. W. (1997). The teacher-child relationship and children's early school adjustment. Journal of School Psychology, 35, 61-79.
6. Bjorklund, D. F. (2005). Children's thinking: Developmental function and individual differences (4th ed.). Belmont, CA: Wadsworth/Thompson Learning.
7. Bogdan, R. C., & Biklen, S. K. (2002). Qualitative research for education: An introduction to theory and methods (4th ed.). Boston: Allyn and Bacon.
8. Bollen, K. A. (1989). Structural equations with latent variables. New York: Wiley.
9. Bremme, D. W., & Erickson, F. (1977). Relationships among verbal and nonverbal classroom behaviors. Theory into Practice, 16, 153-161.
10. Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
11. Brooks, D. M., & Woolfolk, A. E. (1987). The effects of students' nonverbal behavior on teachers. Elementary School Journal, 88, 51-63.
12. Brown, A. L., & Campione, J. C. (1998). Designing a community of young learners: Theoretical and practical lessons. In N. M. Lambert & B. L. McCombs (Eds.), How students learn: Reforming schools through learner-centered education (pp. 153-186). Washington, DC: American Psychological Association.
13. Cabello, B., & Terrell, R. (1994). Making students feel like family: How teachers create warm and caring classroom climates. Journal of Classroom Interaction, 29, 17-23.
14. Cassidy, J., & Shaver, P. R. (1999). Handbook of attachment: Theory, research, and clinical applications. New York: Guilford.
15. Cobb, P., & Yackel, E. (1996). Constructivist, emergent, and sociocultural perspectives in the context of developmental research. Educational Psychologist, 31, 175-190.
16. Corbin, J., & Strauss, A. (1990). Grounded theory research: Procedures, cannons, and evaluative criteria. Qualitative Sociology, 13, 3-31.
17. Crick, N. R., & Dodge, K. A. (1994). A review and reformulation of social-information processing mechanisms in children's social adjustment. Psychological Bulletin, 115, 74-101.
18. Danielewicz, J. (1997). Teaching selves: Identity, pedagogy, and teacher education. Albany: State University of New York Press.
19. Davis, H. A. (2001a). Making the connection: A multi-method case study of relationships between middle school students and teachers. Unpublished doctoral dissertation, University of Georgia, Athens.
20. Davis, H. A. (2001b). The quality and impact of relationships between elementary school students and teachers. Journal of Contemporary Educational Psychology, 26, 431-453.
21. Davis, H. A. (2003). Conceptualizing the role and influence of student-teacher relationships on children's social and cognitive development. Educational Psychologist, 38, 207-234.
22. Davis, H. A., & Ashley, S. M. (2003, August). Middle school teachers' conceptions of their relationships with their students. Paper presented at the annual meeting of the American Psychological Association, Toronto.
23. Davis, H. A., & Couch, K. N. (2001). Tensions to relate: Middle school teachers' understandings of their relationship with their students. Unpublished manuscript, Ohio State University, Columbus.
24. Davis, H. A., Davis, S., & Murphy, E. (2002, April). Relationships between middle school students and teachers: Views from the front of the classroom. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
25. Davis, H. A., Davis, S., Smith, T., & Capa, Y. (2003, April). Exploring the social contexts of motivation and achievement: The role of relationship quality, classroom climate, and subject mat ter. Paper presented at the biennial meeting of the Society for Research in Child Development, Tampa, FL.
26. Davis, H. A., & Lease, A. M. (2000, April). Cognitive representations of self, mother, and teacher. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
27. Davis, H. A., Schutz, P. A., & Chambliss, C. B. (2000). Developing a measure of elementary and middle school students' relational schemas for teachers. Unpublished manuscript, Ohio State University, Columbus.
28. Davis, H. A., Schutz, P. A., Chambliss, C. B., & Couch, K. N. (2001, April). Making the connection: A multi-method case study of relationships between students and teachers. Paper presented at the annual meeting of the American Educational Research Association, Seattle.
29. Davis, H. A., Williams, R., Bouistead, A., Axel-berd, S., & Lease, A. M. (2005, August). Perceived organizational structure of teacher liking: Third person perception in the development of student-teacher relationships. Paper presented at the annual meeting of the American Psychological Association, Washington, DC.
30. Davis, S. (2004). The role of classroom climate in predicting academic motivation and achievement in middle school mathematics. Unpublished master's thesis, University of Florida, Gainesville.
31. Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26, 325-346.
32. Delpit, L. (1995). Other people's children: Cultural conflict in the classroom. New York: New York Press.
33. Dembo, M. H., & Gibson, S. (1985). Teachers' sense of efficacy: An important factor in school improvement. Elementary School Journal, 86, 173-189.
34. DeVries, R., & Zan, B. (1996). A constructivist perspective on the role of the socio-moral atmosphere in promoting children's development. In C. T. Fosnot (Ed.), Constructivism: Theory, perspectives, and practice (pp. 103-119). New York: Teachers College Press.
35. Dey, I. (1993). Qualitative data analysis: A user-friendly guide for social scientists. London: Routledge.
36. Durkin, K. (1995). Developmental social psychology: From infancy to old age. Oxford: Blackwell.
37. Eccles, J. S., Midgley, C., Wigfield, A., Bichanan, C. M., Reuman, D., Flanagan, C., & Mac Iver, D. (1993). Development during adolescence: The impact of stage-environment fit on young adolescents' experiences in schools and in families. American Psychologist, 48, 90-101.
38. Feldlaufer, H., Midgley, C., & Eccles, J. S. (1988). Student, teacher, and observer perceptions of the classroom environment before and after the transition to junior high school. Journal of Early Adolescence, 8, 133-156.
39. Finders, M. (1997). Just girls: Hidden literacies and life in junior high. New York: Teachers College Press.
40. Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2004). Collective efficacy beliefs: Theoretical developments, empirical evidence, and future directions. Educational Researcher, 30, 3-13.
41. Goldstein, L. S. (1999). The relational zone: The role of caring relationships in the construction of mind. American Educational Research Journal, 36, 647-673.
42. Goodenow, C. (1993). Classroom belonging among early adolescent students: Relationships to motivation and achievement. Journal of Early Adolescence, 13, 21-43.
43. Gottfried, A. (2003, April). Discussant comments: Symposium on school atmosphere, motivation, and achievement. Paper presented at the biennial meeting of the Society for Research in Child Development, Tampa, FL.
44. Gurland, S. T. (1999, April). A developmental perspective on adult-child rapport: The role of expectations and autonomy support. Paper presented at the biennial meeting of the Society for Research in Child Development, Albuquerque, NM.
45. Halberstadt, A., & Hall, A. (1980). Who's getting the message? Children's nonverbal skill and their evaluation by teachers. Developmental Psychology, 16, 564-575.
46. Harter, S. (1996). Teacher and classmate influences on scholastic motivation, self-esteem, and level of voice in adolescents. In J. Juvonen & K. Wentzel (Eds.), Social motivation: Understanding children's school adjustment (pp. 11-42). Cambridge: Cambridge University Press.
47. Howes, C., Hamilton, C. E., & Philipsen, L. C. (1998). Stability and continuity of child-care-giver and child-peer relationships. Child Development, 69, 418-426.
48. Hoy, A., & Davis, H. A. (in press). Teacher self-efficacy and its influence on adolescent achievement. In T. Urdan & M. F. Pajares (Eds.), Adolescence and education: Volume 5. Self-efficacy beliefs during adolescence. Greenwich, CT: Information Age Publishing.
49. Hoy, A. W., Davis, H. A., & Pape, S. J. (in press). Teacher knowledge, beliefs, and thinking. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (2d ed.). Mahwah, NJ: Erlbaum.
50. Hoy, W. K., & Sabo, D. (1998). Quality middle schools: Open and healthy. Thousand Oaks, CA: Corwin.
51. Joreskog, K. G. (1993). Testing structural equation models. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 294-316). Newbury Park, CA: Sage.
52. Joreskog, K., & Sorbom, D. (1996). LISREL 8: User reference guide. Chicago: Scientific Software International.
53. Juvonen, J. (1996). Self-presentation tactics promoting teacher and peer approval: The function of excuses and other clever explanations. In J. Juvonen & K. Wentzel (Eds.), Social motivation: Understanding children's school adjustment (pp. 43-65). Cambridge: Cambridge University Press.
54. Juvonen, J., & Murdock, T. B. (1993). How to promote social approval: Effects of audience and achievement outcome on publicly communicated attributions. Journal of Educational Psychology, 85, 365-376.
55. Kobak, R. R., & Seery, A. (1988). Attachment in late adolescence: Working models, affect regulation, and representations of self and others. Child Development, 59, 135-146.
56. Krauss, R. M., & Fussell, S. R. (1996). Social psychological models of interpersonal communication. In L. B. Resnick, J. L. Levine, & S. D. Teasley (Eds.), Perspectives in socially shared cognition (pp. 172-200). Washington, DC: American Psychological Association.
57. Ladd, G. W., Birch, S. H., & Buhs, E. S. (1999). Children's social and scholastic lives in kindergarten: Related spheres of influence? Child Development, 70, 1373-1400.
58. Ladson-Billings, G. (2001). Crossing over to Canaan: The journey of new teachers in diverse classrooms. San Francisco: Jossey-Bass.
59. Lambert, N. M., & McCombs, B. L. (1998). How students learn: Reforming schools through learner-centered education. Washington, DC: American Psychological Association.
60. Lynch, M., & Cicchetti, D. (1997). Children's relationships with adults and peers: An examination of elementary and junior high school students. Journal of School Psychology, 35, 81-99.
61. Manke, M. P. (1997). Classroom power relations: Understanding student-teacher interaction. Mahwah, NJ: Erlbaum.
62. Martin, N. K., Yin, Z., & Baldwin, B. (1998, April). Classroom management training, class size and graduate study: Do these variables impact teachers' beliefs regarding classroom management style? Paper presented at the annual meeting of the American Educational Research Association, San Diego. (ERIC Document Reproduction Services No. ED 420 671)
63. Martin, S. D. (2004). Finding balance: Impact of classroom management conceptions on developing teacher practice. Teaching and Teacher Education, 20, 405-422.
64. McCaslin, M., & Good. T. L. (1992). Compliant cognition: The misalliance of management and instructional goals in current school reform. Educational Researcher, 21, 4-17.
65. McCombs, B. L. (2003). Providing a framework for the redesign of K-12 education in the context of current educational reform issues [Special issue on learner-centered principles]. Theory into Practice, 42, 93-101.
66. McCombs, B. L. (2004). The learner-centered psychological principles: A framework for balancing a focus on academic achievement with a focus on social and emotional learning needs. In J. E. Zins, R. P. Weissberg, M. C. Wang, & H. J. Walberg (Eds.), Building academic success on social and emotional learning (pp. 23-39). Philadelphia: Temple University Press.
67. McCombs, B. L., Perry, K. E., & Daniels, D. H. (2004). Revealing children's and teachers' perceptions with the K-3 assessment of learner-centered practices (ALCP). University of Denver Research Institute, Denver. Manuscript submitted for publication.
68. Mehan, H. (1984). Language and schooling. Sociology of Education, 57, 174-183.
69. Merrell, K. W. (1993). School social behavior scales. Austin, TX: Pro-Ed.
70. Merrell, K. W., & Gimpel, G. A. (1998). Social skills of children and adolescents: Conceptualization, assessment and treatment. Mahwah, NJ: Erlbaum.
71. Middleton, M. J., & Blumenfeld, P. C. (2000, April). Types and sources of academic press in middle school science classrooms. In P. C. Blumenfeld (Chair), Inquiry-based science supported by technology. Symposium conducted at the annual meeting of the American Educational Research Association, New Orleans.
72. Middleton, M. J., & Midgley, C. (2002). Beyond motivation: Middle school students' perceptions of press for understanding in math. Contemporary Educational Psychology, 27, 373-391.
73. Midgley, C., Feldlaufer, H., & Eccles, J. S. (1989). Student/teacher relations and attitudes towards mathematics before and after the transition to junior high. Child Development, 90, 981-992.
74. Moje, E. B. (1995). "I teach students, not subjects": Teacher-student relationships as contexts for secondary literacy. Reading Research Quarterly, 31, 172-195.
75. Moos, R. H. (1973). Conceptualization of human environments. American Psychologist, 28, 652-665.
76. Moos, R. H., & Trickett, E. J. (1974). Classroom Environment Scale: Manual. Palo Alto, CA: Consulting Psychologists Press.
77. Moos, R. H., & Trickett, E. (1994). A social climate manual. Palo Alto, CA: Consulting Psychologists Press.
78. Morrison, T. L. (1985). Personal and professional boundary attitudes and effective group leadership. Journal of Psychology, 119, 101-111.
79. Muller, C., Katz, S. R., & Dance, L. J. (1999). Investing in teaching and learning: Dynamics of the teacher-student relationship from each perspective. Urban Education, 34, 292-337.
80. Murdock, T. B. (1999). The social context of risk: Status and motivational predictors of alienation in middle school. Journal of Educational Psychology, 91, 62-75.
81. Nagle, J. (2001). Voices from the margins: The stories of vocational high school students. New York: Peter Lang.
82. Neill, S. R. St. J. (1986). Children's reported responses to teachers' non-verbal signals: A pilot study. Journal of Education for Teaching, 12, 53-63.
83. Neill, S, R. St. J. (1989). The effects of facial expression and posture on children's reported responses to teacher nonverbal communication. British Educational Research Journal, 15, 195-204.
84. Nowicki, S., Jr., & Duke, M. P. (1992). The association of children's nonverbal decoding abilities with their popularity, locus of control, and academic achievement. Journal of Genetic Psychology, 153, 385-393.
85. Oldfather, P. (1994). When students do not feel motivated for literacy learning: How a responsive classroom culture helps (Perspectives in Reading Research Report No. 8). Athens: National Reading Research Center, Universities of Georgia and Maryland.
86. Oldfather, P., & Dahl, K. (1994). Toward a social constructivist reconceptualization of intrinsic motivation for literacy learning. Journal of Reading Behavior, 26, 139-158.
87. Oldfather, P., & McLaughlin, H. J. (1993). Gaining and losing voice: A longitudinal study of students' continuing impulse to learn across elementary middle level contexts. Research in Middle Level Education, 17, 1-25.
88. Osborne, J. W. (1995). Academics, self-esteem,and race: A look at the underlying assumptions of the disidentification hypothesis. Personality and Social Psychology Bulletin, 21, 455-459.
89. Osterman, K. F. (2000). Students' need for belonging in the school community. Review of Educational Research, 70, 323-367.
90. Patrick, H., Anderman, L. H., Ryan, A. M., Edelin, K. C., & Midgley, C. (2001). Teachers' communication of goal orientations in four fifth-grade classrooms. Elementary School Journal, 102, 35-58.
91. Patrick, H., Hicks, L., & Ryan, A. (1997). Relations of social self-efficacy and social goal pursuit to self-efficacy for academic work. Journal of Early Adolescence, 17, 109-128.
92. Patrick, H., & Middleton, M. J. (2002). Turning the kaleidoscope: What we see when self-regulated learning is viewed with a qualitative lens. Educational Psychologist, 37, 27-39.
93. Perry, N. E. (1998). Young children's self-regulated learning and contexts that support it. Journal of Educational Psychology, 90, 715-729.
94. Perry, N. E., VandeKamp, O., Mercer, L. K., & Nordby, C. J. (2002). Investigating teacher-student interactions that foster self-regulated learning. Educational Psychologist, 37, 5-15.
95. Pianta, R. C. (1996). Manual and scoring guide for the Student-Teacher Relationship Scale. Charlottesville: University of Virginia.
96. Pianta, R. C. (1999). Enhancing relationships between children and teachers. Washington, DC: American Psychological Association.
97. Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
98. Reeve, J. (2006). Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. Elementary School Journal, 106, 225-236.
99. Reeve, J., Bolt, E., & Cai, Y. (1999). Autonomy-supportive teachers: How they teach and motivate students. Journal of Educational Psychology, 91, 537-548.
100. Resnick, M. D., Bearman, P. S., Blum, R. W., Bauman, K. E., Harris, K. E., Jones, J., Tabor, J., Beuhring, T., Sieving, R. E., Shaw, M., Ireland, M., Bearinger, L. H., & Udry, J. R. (1997). Protecting adolescents from harm: Findings from the national longitudinal study on adolescent health. Journal of the American Medical Association, 278, 823-832.
101. Richmond, P. A., & Padgett, D. L. (2003). Finding the line: Boundary decisions in resident treatment. Residential Treatment for Children and Youth, 20, 53-66.
102. Roeser, R. W., Midgley, C., & Urdan, T. C. (1996). Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88, 408-422.
103. Ryan, A. M., & Patrick, H. (2001). The classroom social environment and changes in adolescents' motivation and engagement during middle school. American Educational Research Journal, 28, 460.
104. Ryan, R. M., Stiller, J. D., & Lynch, J. H. (1994). Representations of relationships to teachers, parents, and friends as predictors of academic motivation and self-esteem. Journal of Early Adolescence, 14, 226-249.
105. Saft, E., & Pianta, R. (2001). Teachers' perceptions of their relationships with students: Effects of child age, gender, and ethnicity of teachers and children. School Psychology Quarterly, 16, 5-14.
106. Schutz, P. A., & Davis, H. A. (2000). Emotions and self-regulation during test taking. Educational Psychologist, 35, 243-255.
107. Sivan, E. (1986). Motivation in social constructivist theory. Educational Psychologist, 21, 209-233.
108. Smyth, J., & Hattam, R. (2004). "Dropping out," drifting off, being excluded: Becoming somebody without school. New York: Peter Lang.
109. Spence, S. (1999). Do they really need another friend? Dual relationships in child and youth care work. Journal of Child and Youth Care Work, 14, 43-48.
110. Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52, 316-329.
111. Stodolsky, S. S., & Grossman, P. L. (1995). The impact of subject matter on curricular activity: An analysis of five academic subjects. American Educational Research Journal, 32, 227-249.
112. Stodolsky, S. S., & Grossman, P. L. (2000). Changing students, changing teaching. Teachers College Record, 102, 125-172.
113. Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Techniques and procedures for developing grounded theory. Newbury Park, CA: Sage.
114. Summers, J. E. (2006). Effects of collaborative learning in math on sixth graders' individual goal orientations from a socioconstructivist perspective. Elementary School Journal, 106, 273-290.
115. Tatum, B. D. (1997). "Why are all the black kids sitting together in the cafeteria?" and other conversations about race. New York: Basic.
116. Tharp, R. G., Estrada, P., Dalton, S. S., & Yamauchi, L. A. (2000). Teaching transformed: Achieving excellence, fairness, inclusion, and harmony. Boulder, CO: Westview.
117. Thomas, S., & Oldfather, P. (1997). Intrinsic motivations, literacy, and assessment practices: "That's my grade. That's me." Educational Psychologist, 32, 107-123.
118. Thompson, R. A. (1994). Emotional regulation: A theme in search of definition. In N. A. Fox (Ed.), The development of emotional regulation: Biological and behavioral considerations (pp. 25-52). Chicago: University of Chicago Press.
119. Tom, A. (1997). Redesigning teacher education. Albany: State University of New York Press.
120. Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202-248.
121. Turner, J. C., Meyer, D., Anderman, E., Midgley, C., Green, M., Kang, Y., & Partick, H. (2002). The classroom environment and students' reports of avoidance strategies in mathematics: A multimethod study. Journal of Educational Psychology, 94, 88-106.
122. Turner, J. C., Meyer, D. K., Cox, K. C., Logan, C., DiCintio, M., & Thomas, C. T. (1998). Creating contexts for involvement in mathematics. Journal of Educational Psychology, 90, 730-745.
123. Turner, J. C., Meyer, D. K., Midgley, C., & Patrick, H. (2003). Teacher discourse and sixth graders' reported affect and achievement in two high-mastery/high-performance mathematics classrooms. Elementary School Journal, 103, 357-382.
124. Vessels, G. (1998). The Vessels School Climate Questionnaire. In Character and community development: A school planning and teacher training handbook. Westport, CT: Praeger.
125. Weinstein, C. S. (1998). "I want to be nice, but I have to be mean": Exploring prospective teachers' conceptions of caring and order. Teaching and Teacher Education, 14, 153-163.
126. Wentzel, K. R. (1997). Student motivation in middle school: The role of perceived pedagogical caring. Journal of Educational Psychology, 89, 411-419.
127. Wentzel, K. R. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90, 202-209.
128. West, J. (1994). Children's perceptions of fun and work in literacy learning (Perspectives in Reading Research Report No. 7). Athens: National Reading Research Center, Universities of Georgia and Maryland.
129. Wigfield, A., & Eccles, J. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12, 265-310.
130. Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81.
131. Willower, D. J., Eidell, T. L., & Hoy, W. K. (1967). The school and pupil control ideology (Penn State Studies Monograph No. 24). University Park: Pennsylvania State University.
132. Wolfgang, C. H. (2001). Solving discipline and classroom management problems: Methods and models for today's teachers (5th ed.). New York: Wiley.
133. Yowell, C. M., & Smylie, M. A. (1999). Self-regulation in democratic communities. Elementary School Journal, 99, 469-490.