How are Closeness and Conflict in Student–Teacher Relationships Associated with Demographic Factors, School Functioning and Mental Health in Norwegian Schoolchildren Aged 6-13?
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| Title: | How are Closeness and Conflict in Student–Teacher Relationships Associated with Demographic Factors, School Functioning and Mental Health in Norwegian Schoolchildren Aged 6-13? |
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| Authors: | Drugli, MayBritt (AUTHOR) |
| Source: | Scandinavian Journal of Educational Research. Apr2013, Vol. 57 Issue 2, p217-225. 9p. 4 Charts. |
| Subjects: | Teacher-student relationships, Conflict (Psychology) in children, Teacher-student communication, Mental health of school children, Demographic characteristics, Cross-sectional method |
| Abstract: | This study explored the association between teacher-reported student-teacher relationship quality (closeness and conflict) and demographic factors, school functioning and child mental health in a cross-sectional study. The study was conducted among a national sample of Norwegian school children (N = 825) in grades 1 to 7. Bivariate analyses and standard multiple regression analysis were conducted. Conflict in student-teacher relationships coffelated highly with child mentalhealth factors and in particular, problems of externalization. For closeness in student-teacher relationships, demographic factors accounted for the largest proportion of variance. Our findings suggest that different strategies may be needed to promote closeness and reduce conflict in student-teacher relationships. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This study explored the association between teacher-reported student-teacher relationship quality (closeness and conflict) and demographic factors, school functioning and child mental health in a cross-sectional study. The study was conducted among a national sample of Norwegian school children (N = 825) in grades 1 to 7. Bivariate analyses and standard multiple regression analysis were conducted. Conflict in student-teacher relationships coffelated highly with child mentalhealth factors and in particular, problems of externalization. For closeness in student-teacher relationships, demographic factors accounted for the largest proportion of variance. Our findings suggest that different strategies may be needed to promote closeness and reduce conflict in student-teacher relationships. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00313831 |
| DOI: | 10.1080/00313831.2012.656276 |
