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ERIC Number: ED519001
Record Type: Non-Journal
Publication Date: 2011
Pages: 11
Abstractor: ERIC
Reference Count: 35
Students' Perceptions of Social Relatedness in the Classroom: The Roles of Student-Teacher Interaction Quality, Children's Aggressive Behaviors, and Peer Rejection
Madill, Rebecca A.; Gest, Scott D.; Rodkin, Philip C.
Society for Research on Educational Effectiveness
This study contributes to the literature clarifying teaching practices in elementary classrooms that promote students' social relatedness. The focus on teaching practices reflects the need to understand malleable elements of the classroom, which can then be targeted for professional development. Specifically, this study examines whether children in classes characterized by high-quality student-teacher interactions, as measured at the global (i.e., whole classroom) level, perceive more supportive relationships with both their teacher and fellow classmates. (Contains 2 tables.)
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: Elementary Education; Grade 1; Grade 3; Grade 5; Intermediate Grades; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Location: Illinois; Pennsylvania