Longitudinal effects of teacher and student perceptions of teacher-student relationship qualities on academic adjustment

Elementary School Journal

Volumn 112, Issue 1, 2011, Pages 38-60

  Hughes, Jan N ^a  

^a TEXAS A AND M UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 80052557695     PISSN: 00135984     EISSN: None     Source Type: Journal    
DOI: 10.1086/660686     Document Type: Article

References (108)

1. Achenbach, T. M. (1991). Manual for the Child Behavior Checklist and Revised Child Behavior Profile. Burlington, VT: Author.
2. Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Newbury Park, CA: Sage.
3. Alexander, K. L., Entwisle, D. R., & Horsey, C. S. (1997). From first grade forward: Early foundations of high school dropout. Sociology of Education, 70, 87-107.
4. Anderman, L. H. (1999). Classroom goal orientation, school belonging and social goals as predictors of students' positive and negative affect following the transition to middle school. Journal of Research & Development in Education, 32, 89-103.
5. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
6. Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996). Multifaceted impact of selfefficacy beliefs on academic functioning. Child Development, 67, 1206-1222.
7. Birch, S. H., & Ladd, G. W. (1997). The teacher-child relationship and children's early school adjustment. Journal of School Psychology, 35, 61-80.
8. Birch, S. H., & Ladd, G. W. (1998). Children's interpersonal behaviors and the teacher-child relationship. Developmental Psychology, 34, 934-946
9. Bowlby, J. (1980). Attachment and loss: Vol. 3. Loss, sadness, and depression. New York: Basic Books.
10. Bracken, B. A., & McCallum, S. (1998). Universal nonverbal intelligence test. Chicago: Riverside.
11. Bretherton, I., & Munholland, K. A. (1999). Internal working models in attachment relationships: A construct revisited. In J. Cassidy and P. R. Shaver (Eds.), Handbook of attachment: Theory, research, and clinical applications. New York: Guilford.
12. Brock, D. M., Sarason, I. G., Sanghvi, H., & Gurung, R. A. R. (1998). The Perceived Acceptance Scale: Development and validation. Journal of Social and Personal Relationships, 15, 5-21.
13. Brody, G. H., Dorsey, S., Forehand, R., & Armistead, L. (2002). Unique and protective contributions of parenting and classroom processes to the adjustment of African American children living in single-parent families. Child Development, 73, 274-286.
14. Buhrmester, D., & Furman, W. (1987). The development of companionship and intimacy. Child Development, 54, 1386-1399.
15. Burchinal, M. R., Peisner-Feinberg, E., Pianta, R., & Howes, C. (2002). Development of academic skills from preschool through second grade: Family and classroom predictors of developmental trajectories. Journal of School Psychology, 40, 415-436.
16. Buyse, E., Verschueren, K., Doumen, S., Van Damme, J., & Maes, F. (2008). Classroom problem behavior and teacher-child relationships in kindergarten: The moderating role of classroom climate. Journal of School Psychology, 46, 367-391.
17. Cassidy, J., Kirsh, S. J., Scolton, K., & Parke, R. D. (1996). Attachment and representations of peer relationships. Developmental Psychology, 32, 892-904.
18. Chen, Q., Hughes, J. N., Liew, J., & Kwok, O. (2009, April). Effects of peer acceptance and peer academic reputation on academic outcomes among academically at risk students: Dual-pathway model. Paper presented at the biennial meeting of the Society for Research in Child Development, Denver.
19. Cobb, S. (1976). Social support as a moderator of life stress. Psychosomatic Medicine, 38(5), 300-314.
20. Cole, D. A., & Maxwell, S. E. (2003). Testing mediational models with longitudinal data: Questions and tips in the use of structural equation modeling. Journal of Abnormal Psychology, 112, 558-577.
21. Cole, D. A., Maxwell, S. E., Martin, J. M., Peeke, L. G., Seroczynski, A. D., Tram, J. M.,... Maschman, T. (2001). The development of multiple domains of child and adolescent selfconcept: A cohort sequential longitudinal design. Child Development, 72, 1723-1746.
22. Conduct Problems Prevention Research Group. (1999). Initial impact of the fast track prevention trial for conduct problems: II. Classroom effects. Journal of Consulting and Clinical Psychology, 67(5), 648-657.
23. Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. In M. Gunnar & L. A. Sroufe (Eds.), Minnesota symposium on child psychology (Vol. 22, pp. 43-77). Hillsdale, NJ: Erlbaum.
24. Copeland-Mitchell, J., Denham, S. A., & DeMulder, E. K. (1997). Q-sort assessment of childteacher attachment relationships and social competence in the preschool. Early Education and Development, 8, 27-39.
25. Denissen, J. J. A., Zarrett, N. R., & Eccles, J. S. (2007). I like to do it, I'm able, and I know I can: Longitudinal couplings between domain-specific achievement, self-concept, and interest. Child Development, 78, 430-447.
26. Domitrovich, C. E., Cortes, R. C., & Greenberg, M. T. (2007). Improving young children's social and emotional competence: A randomized trial of the preschool "PATHS" curriculum. Journal of Primary Prevention, 28(2), 67-91.
27. Doumen, S., Verschueren, K., Buyse, E., Germeijs, V., Luyckx, K., & Soenens, B. (2008). Reciprocal relations between teacher-child conflict and aggressive behavior in kindergarten: A three-wave longitudinal study. Journal of Clinical Child and Adolescent Psychology, 37, 588-599.
28. Doumen, S., Verschueren, K., Koomen, M. M. Y., & Buyse, E. (2008). Observed teacher-child interactions and teacher-rated relationship quality: Their concordance and associations with school engagement. Doctoral dissertation, Katholieke Universtiteit Leuven, Leuven, Belgium.
29. Dubow, E. F., & Tisak, J. (1989). The relation between stressful life events and adjustment in elementary school children: The role of social support and social problem-solving skills. Child Development, 60, 1412-1423.
30. Dubow, E. F., Tisak, J., Causey, D., & Hryshko, A. (1991). A two-year longitudinal study of stressful life events, social support, and social problem-solving skills: Contributions to children's behavioral and academic adjustment. Child Development, 62, 583-599.
31. Dubow, E. F., & Ullman, D. G. (1989). Assessing social support in elementary school children: The Survey of Children's Social Support. Journal of Clinical Child Psychology, 18, 52-64.
32. Eccles, J., Wigfield, A., Harold, R. D., & Blumenfeld, P. (1993). Age and gender differences in children's self-and task perceptions during elementary school. Child Development, 64, 830-847.
33. Evans, G. W. (2004). The environment of childhood poverty. American Psychologist, 59, 77-92.
34. Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59, 117-142.
35. Flook, L., Repetti, R. L., & Ullman, J. B. (2005). Classroom social experiences as predictors of academic performance. Developmental Psychology, 41, 319-327.
36. Furman, W., & Buhrmester, D. (1985). Children's perceptions of the personal relationships in their social networks. Developmental Psychology, 21, 1016-1024.
37. Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children's academic engagement and performance. Journal of Educational Psychology, 95, 148-162.
38. Gest, S. D., Domitrovich, C. E., & Welsh, J. A. (2005). Peer academic reputation in elementary school: Associations with changes in self-concept and academic skills. Journal of Educational Psychology, 97, 337-346.
39. Gleick, J. (1987). Chaos: Making a new science. New York: Viking Penguin.
40. Goodenow, C. (1993). The psychological sense of school membership among adolescents: Scale development and educational correlates. Psychology in the Schools, 30, 79-90.
41. Guay, F., Boivin, M., & Hodges, E. V. E. (1999). Predicting change in academic achievement: A model of peer experiences and self-system processes. Journal of Educational Psychology, 91, 105-115.
42. Hagborg, W. J. (1998). An investigation of a brief measure of school membership. Adolescence, 33, 461-468.
43. Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72, 625-638.
44. Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Child Development, 76, 949-967.
45. Harter, S., & Pike, R. (1981). The Pictorial Scale of Perceived Competence and Social Acceptance for Young Children. Denver: University of Denver.
46. Harter, S., & Pike, R. (1984). The Pictorial Scale of Perceived Competence and Social Acceptance for Young Children. Child Development, 55, 1969-1982.
47. Henricsson, L., & Rydell, A. (2004). Elementary school children with behavior problems: Teacherchild relations and self-perception. A prospective study. Merrill-Palmer Quarterly, 50(2), 111-138.
48. Hooper, V. S. (2003). Concurrent and predictive validity of the Universal Nonverbal Intelligence Test and the Leiter International Performance Scale-Revised. Dissertation Abstracts International: Section A. Humanities and Social Sciences, 63(12-A), 4221.
49. Howes, C., Hamilton, C. E., & Matheson, C.C. (1994). Children's relationships with peers: Differential associations with aspects of the teacher-child relationship. Child Development, 65, 253-263.
50. Hughes, J. N., Cavell, T. A., & Jackson, T. (1999). Influence of teacher-student relationships on aggressive children's development: A prospective study. Journal of Clinical Child Psychology, 28, 173-184.
51. Hughes, J. N., Cavell, T. A., & Willson, V. (2001). Further evidence of the developmental significance of the teacher-student relationship. Journal of School Psychology, 39, 289-302.
52. Hughes, J. N., & Kwok, O. (2006). Classroom engagement mediates the effect of teacher-student support on elementary students' peer acceptance: A prospective analysis. Journal of School Psychology, 43, 465-480.
53. Hughes, J. N., & Kwok, O. (2007). The influence of student-teacher and parent-teacher relationships on lower achieving readers' engagement and achievement in the primary grades. Journal of Educational Psychology, 99, 39-51.
54. Hughes, J. N., Luo, W., Kwok, O., & Loyd, L. (2008). Teacher-student support, effortful engagement, and achievement: A three year longitudinal study. Journal of Educational Psychology, 100, 1-14.
55. Hughes, J. N., & Villarreal, V. (2008, July). Concurrent and longitudinal effects of multiple perceptions of teacher-student relationship on school adjustment. Paper presented at the International Association of School Psychologists, Utrecht, the Netherlands.
56. Hughes, J. N., & Zhang, D. (2007). Effects of the structure of classmates' perceptions of peers' academic abilities on children's academic self-concept, peer acceptance, and classroom engagement. Journal of Contemporary Educational Psychology, 32, 400-419.
57. Kessler, R. C., & McLeod, J. D. (1985). Social support and mental health in community samples. In S. Cohen & S. L. Syme (Eds.), Social support and health (pp. 219-240). New York: Academic Press.
58. Kuklinski, M. R., & Weinstein, R. S. (2001). Classroom and developmental differences in a path model of teacher expectancy effects. Child Development, 72, 1554-1578.
59. Kusché, C. A., & Greenberg, M. T. (1995). The PATHS curriculum. Seattle: Developmental Research & Programs.
60. 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.
61. Ladd, G. W., & Troop-Gordon, W. (2003). The role of chronic peer difficulties in the development of children's psychological adjustment problems. Child Development, 74, 1344-1367.
62. Landry, S. H., Anthony, J. L., Swank, P. R., & Monseque-Bailey, P. (2009). Effectiveness of comprehensive professional development for teachers of at-risk preschoolers. Journal of Educational Psychology, 101, 448-465.
63. Li, Y., Hughes, J. N., Hsu, H-Y., & Kwok, O. (2009). Evidence of convergent and divergent validity of child, teacher, and peer reports of teacher-student relationship support. Manuscript submitted for publication.
64. Liew, J., Chen, Q., & Hughes, J. N. (2010). Child effortful control and teacher support on achievement: Additive and interactive effects. Early Childhood Research Quarterly, 25, 51-64.
65. Little, M., & Kobak, R. (2003). Emotional security with teachers and children's stress reactivity: A comparison of special-education and regular-education classrooms. Journal of Clinical Child & Adolescent Psychology, 32, 127-138.
66. Mantzicopoulos, P. (2005). Conflictual relationships between kindergarten children and their teachers: Associations with child and classroom context variables. Journal of School Psychology, 43(5), 425-442.
67. Mantzicopoulos, P., & Neuharth-Pritchett, S. (2003). Development and validation of a measure to assess head start children's appraisals of teacher support. Journal of School Psychology, 41, 431-451.
68. Marsh, H. W., Craven, R. G., & Debus, R. (1991). Self-concepts of young children 5 to 8 years of age: Measurement and multidimensional structure. Journal of Educational Psychology, 83, 377-392.
69. Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D.,... Howes, C. (2008). Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills. Child Development, 79, 732-749.
70. McElhaney, K. B., Antonishak, J., & Allen, J. P. (2008). "They like me, they like me not": Popularity and adolescents' perceptions of acceptance. Child Development, 79, 493-513.
71. Meehan, B. T., Hughes, J. N., & Cavell, T. A. (2003). Teacher-student relationships as compensatory resources for aggressive children. Child Development, 74, 1145-1157.
72. Miles, S. B., & Stipek, D. (2006). Contemporaneous and longitudinal associations between social behavior and literacy achievement in a sample of low-income elementary school children. Child Development, 77, 103-117.
73. Murray, C., & Greenberg, M. T. (2006). Examining the importance of social relationships and social contexts in the lives of children with high-incidence disabilities. Journal of Special Education, 39, 220-233.
74. Murray, C., Murray, K. M., & Waas, G. A. (2008). Child and teacher reports of teacher-student relationships: Concordance of perspectives and associations with school adjustment in urban kindergarten classrooms. Journal of Applied Developmental Psychology, 29, 49-61.
75. Muthén, L. K., & Muthén, B. O. (2008). Mplus user's guide (Version 5.1). Los Angeles: Muthén & Muthén.
76. National Center for Education Statistics. (2007). Status and trends in the education of racial and ethnic minorities. Retrieved from http://nces.ed.gov/pubs2007/minoritytrends
77. National Institute of Child Health and Human Development Early Child Care Research Network. (2005). Predicting individual differences in attention, memory, and planning in first graders from experiences at home, child care, and school. Developmental Psychology, 41, 99-114.
78. Noddings, N. (1992). The challenge to care in schools: An alternative approach to education. New York: Teachers College Press.
79. O'Connor, R., & McCartney, K. (2007). Examining teacher-child relationships and achievement as part of an ecological model of development. American Educational Research Journal, 44, 340-369.
80. Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543-578.
81. Palermo, F., Hanish, L. D., Martin, C. L., Fabes, R. A., & Reiser, M. (2007). Preschoolers' academic readiness: What role does the teacher-child relationship play? Early Childhood Research Quarterly, 22, 407-422.
82. Phillips, D. A., McCartney, K., & Scarr, S. (1987). Childcare quality and children's social development. Developmental Psychology, 23, 537-543.
83. Pianta, R. C. (Ed.). (1992). Beyond the parent: The role of other adults in children's lives (pp. 121-129). San Francisco: Jossey-Bass.
84. Pianta, R. C. (1999). Enhancing student-teacher relationships: A developmental systems perspective. Washington, DC: American Psychological Association.
85. Pianta, R. C., Hamre, B., & Stuhlman, M. (2003). Relationships between teachers and children. In W. M. Reynolds & G. E. Miller (Eds.), Handbook of psychology: Educational psychology (Vol. 7, pp. 199-234). Hoboken, NJ: Wiley.
86. Pianta, R. C., Mashburn, A. J., Downer, J. T., Hamre, B. K., & Justice, L. (2008). Effects of webmediated professional development resources on teacher-child interactions in prekindergarten classrooms. Early Childhood Research Quarterly, 23(4), 431-451.
87. Pianta, R. C., Steinberg, M. S., & Rollins, K. B. (1995). The first two years of school: Teacher-child relationships and deflections in children's classroom adjustment. Development and Psychopathology, 7, 295-312.
88. Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of school. School Psychology Review, 33(3), 444-458.
89. Rey, R. B., Smith, A. L., Yoon, J., Somers, C., & Barnett, D. (2007). Relationships between teachers and urban African American children: The role of informant. School Psychology International, 28, 346-364.
90. Richters, J. E., & Waters, E. (1991). Attachment and socialization: The positive side of social influence. In M. Lewis & S. Feinman (Eds.), Social influences and socialization in infancy (pp. 185-214). New York: Plenum.
91. 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.
92. Saft, E. W., & Pianta, R. C. (2001). Teachers' perceptions of their relationships with student: Effects of child age, gender, and ethnicity of teachers and children. School Psychology Quarterly, 16, 125-141.
93. Sarason, B. R., Pierce, G. R., & Sarason, I. G. (1990). Social support: The sense of acceptance and the role of relationships. In B. R. Sarason, I. G. Sarason, & G. R. Pierce (Eds.), Social support: An interactional view (pp. 97-128). Oxford, England: Wiley.
94. Silver, R. B., Measelle, J. R., Armstrong, J. M., & Essex, M. J. (2005). Trajectories of classroom externalizing behavior: Contributions of child characteristics, family characteristics, and the teacher-child relationship during the school transition. Journal of School Psychology, 43, 39-60.
95. Skinner, E. A., Zimmer-Gembeck, M. J., & Connell, J. P. (1998). Individual differences and the development of perceived control. Monographs of the Society for Research in Child Development, 63(2-3, Whole No. 204).
96. Stipek, D. (1997). Success in school-for a head start in life. In S. S. Luthar, J. A. Burack, D. Cicchetti, & J. R. Weisz (Eds.), Developmental Psychopathology (pp. 75-91). New York: Cambridge University Press.
97. Tzelgov, J., & Henik, A. (1991). Suppression situations in psychological research: Definitions, implications, and applications. Psychological Bulletin, 109, 524-536.
98. Urdan, T., & Schoenfelder, E. (2006). Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs. Journal of School Psychology, 44, 331-349.
99. Valeski, T. N., & Stipek, D. J. (2001). Young children's feelings about school. Child Development, 72, 1198-1213.
100. Weiss, R. S. (1974). The provisions of social relationships. In Z. Rubin (Ed.), Doing unto others. Englewood Cliffs, NJ: Prentice-Hall.
101. Wentzel, K. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90, 202-209.
102. West, S. G., & Finch, J. F. (1997). Personality measurement: Reliability and validity. In R. Hogan, J. A. Johnson, & S. R. Briggs (Eds.), Handbook of personality psychology (pp. 143-164). San Diego: Academic Press.
103. Wigfield, A., Eccles, J. S., Yoon, K. S., Harold, R. D., Arbreton, A. J. A., Freedman-Doan, C., & Blumenfeld, P. C. (1997). Change in children's competence beliefs and subjective task values across the elementary school years: A 3-year study. Journal of Educational Psychology, 89, 451-469.
104. Woodcock, R. W., & Johnson, M. B. (1989). Woodcock-Johnson Psychoeducational Battery-revised. Allen, TX: DLM Teaching Resources.
105. Woodcock, R. W., McGrew, K. S., & Mather, N. (2001). WJ-III Tests of Achievement. Itasca, IL: Riverside.
106. Woodcock, R. W., & Muñoz-Sandoval, A. F. (1993). Woodcock-Muñoz Language Survey. Itasca, IL: Riverside.
107. Woodcock, R. W., & Muñoz-Sandoval, A. F. (1996). Batería Woodcock-Muñoz: Pruebas de aprovechamiento-revisada. Itasca, IL: Riverside.
108. Woodcock, R. W., & Muñoz-Sandoval, A. F. (2001). WMLS normative update scoring and reporting program [Computer software]. Woodcock-Muñoz Language Survey Normative Update. Itasca, IL: Riverside.