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Measuring Teacher-Student Relationships among Children with Emotional and Behavioral Problems

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Title: Measuring Teacher-Student Relationships among Children with Emotional and Behavioral Problems
Language: English
Authors: Christen Knowles (ORCID 0000-0003-0073-3100), Christopher Murray, Jeff Gau
Source: School Psychology International. 2024 45(6):699-723.
Availability: SAGE 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: https://sagepub.com
Peer Reviewed: Y
Page Count: 25
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Teacher Student Relationship, Emotional Problems, Behavior Problems, Students with Disabilities, Special Education Teachers, Interpersonal Communication, Trust (Psychology), Student Attitudes, Teacher Attitudes, Test Validity, Test Reliability, Elementary School Students, Elementary School Teachers
Assessment and Survey Identifiers: Student Teacher Relationship Scale, Social Skills Improvement System Rating Scales
DOI: 10.1177/01430343241248759
ISSN: 0143-0343
1461-7374
Abstract: A rapidly growing body of research indicates that the quality of children's relationships with teachers can affect students' emotional, behavioral, and school related adjustment. The vast majority of this research has relied on measures that assess teacher--rather than student--perceptions of these relationships. In this study, we administered a student self-report measure of teacher-student relationships (TSR) to 185 children, all of whom had emotional and behavioral problems. Children's special education teachers (N = 76) also completed a validated measure of TSR. Results of a confirmatory factor analysis of child ratings confirmed a model that included three TSR factors: Communication, Trust, and Alienation. Analyses of similarities between student and teacher views of their relationship with one another suggested limited concordance, however, student perceptions of TSR were robust predictors of their emotional, behavioral, and school adjustment even after controlling for teacher perceptions of TSR. These findings provide preliminary support for the importance assessing student perceptions of TSR and initial evidence for the construct validity, reliability and criterion-related validity of a child report measure of teacher-student relationships among students with emotional and behavioral problems.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1447683
Database: ERIC
FullText Text:
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  Data: Measuring Teacher-Student Relationships among Children with Emotional and Behavioral Problems
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Christen+Knowles%22">Christen Knowles</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0073-3100">0000-0003-0073-3100</externalLink>)<br /><searchLink fieldCode="AR" term="%22Christopher+Murray%22">Christopher Murray</searchLink><br /><searchLink fieldCode="AR" term="%22Jeff+Gau%22">Jeff Gau</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22School+Psychology+International%22"><i>School Psychology International</i></searchLink>. 2024 45(6):699-723.
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  Data: SAGE 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: https://sagepub.com
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  Data: Y
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  Data: 25
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Problems%22">Emotional Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Problems%22">Behavior Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education+Teachers%22">Special Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Communication%22">Interpersonal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Trust+%28Psychology%29%22">Trust (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Reliability%22">Test Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink>
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  Data: <searchLink fieldCode="SU" term="%22Student+Teacher+Relationship+Scale%22">Student Teacher Relationship Scale</searchLink><br /><searchLink fieldCode="SU" term="%22Social+Skills+Improvement+System+Rating+Scales%22">Social Skills Improvement System Rating Scales</searchLink>
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  Data: 10.1177/01430343241248759
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  Data: 0143-0343<br />1461-7374
– Name: Abstract
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  Data: A rapidly growing body of research indicates that the quality of children's relationships with teachers can affect students' emotional, behavioral, and school related adjustment. The vast majority of this research has relied on measures that assess teacher--rather than student--perceptions of these relationships. In this study, we administered a student self-report measure of teacher-student relationships (TSR) to 185 children, all of whom had emotional and behavioral problems. Children's special education teachers (N = 76) also completed a validated measure of TSR. Results of a confirmatory factor analysis of child ratings confirmed a model that included three TSR factors: Communication, Trust, and Alienation. Analyses of similarities between student and teacher views of their relationship with one another suggested limited concordance, however, student perceptions of TSR were robust predictors of their emotional, behavioral, and school adjustment even after controlling for teacher perceptions of TSR. These findings provide preliminary support for the importance assessing student perceptions of TSR and initial evidence for the construct validity, reliability and criterion-related validity of a child report measure of teacher-student relationships among students with emotional and behavioral problems.
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  Data: 2024
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  Data: EJ1447683
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        Value: 10.1177/01430343241248759
    Languages:
      – Text: English
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      Pagination:
        PageCount: 25
        StartPage: 699
    Subjects:
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Emotional Problems
        Type: general
      – SubjectFull: Behavior Problems
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Special Education Teachers
        Type: general
      – SubjectFull: Interpersonal Communication
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      – SubjectFull: Trust (Psychology)
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      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Test Validity
        Type: general
      – SubjectFull: Test Reliability
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Student Teacher Relationship Scale
        Type: general
      – SubjectFull: Social Skills Improvement System Rating Scales
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    Titles:
      – TitleFull: Measuring Teacher-Student Relationships among Children with Emotional and Behavioral Problems
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            NameFull: Christopher Murray
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              Y: 2024
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